Practice Book 1 pearson english

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Practice

Book

GRADE 3



B

Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,

Two Penn Plaza, New York, New York 10121.

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be

reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the

prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or

transmission, or broadcast for distance learning.

Printed in the United States of America

1 2 3 4 5 6 7 8 9 ROV 14 13 12 11 10



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Unit 1 • Let’s Learn

WolvesWolf!

Phonics: Long o . . . . . . . . . . . . . . . . . . . . . . . . . 31Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 32Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Comprehension: Compare and Contrast . . . . . 34Comprehension: Compare and

Contrast Chart. . . . . . . . . . . . . . . . . . . . . . . . . 35Fluency: Expression . . . . . . . . . . . . . . . . . . . . . . 36Comprehension: Persuasive Text . . . . . . . . . . . 37Text Features . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Vocabulary Strategy:

Multiple-Meaning Words . . . . . . . . . . . . . . . . 39Reading Strategy/Reading Log . . . . . . . . . . . . . 40

Those Special BooksMy Very Own Room

Phonics: Long i . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 42Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Comprehension: Make and

Confirm Predictions . . . . . . . . . . . . . . . . . . . . 44Comprehension: Predictions Chart . . . . . . . . . . 45Fluency: Phrasing . . . . . . . . . . . . . . . . . . . . . . . . 46Comprehension: Narrator . . . . . . . . . . . . . . . . . 47Text Feature: Guide Words, Headings, and

Captions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Vocabulary Strategy: Suffixes -er , -est . . . . . . . 49Reading Strategy/Reading Log . . . . . . . . . . . . . 50

TeachersFirst Day Jitters

Phonics: Short Vowels . . . . . . . . . . . . . . . . . . . . . 1Decoding Strategy Chart . . . . . . . . . . . . . . . . . . . 2Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Comprehension: Character, Setting, Plot . . . . . . 4Comprehension: Story Map. . . . . . . . . . . . . . . . . 5Fluency: Phrasing . . . . . . . . . . . . . . . . . . . . . . . . . 6Comprehension: Sensory Language . . . . . . . . . 7Text Feature: Bar Graphs. . . . . . . . . . . . . . . . . . . 8Vocabulary Strategy: Prefixes un -, non - . . . . . . . 9Reading Strategy/Reading Log . . . . . . . . . . . . . 10

The Power of Books

Amazing Grace Phonics: Final e . . . . . . . . . . . . . . . . . . . . . . . . . 11

Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 12Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Comprehension: Cause and Effect . . . . . . . . . . 14Comprehension: Cause and Effect Chart. . . . . 15Fluency: Intonation . . . . . . . . . . . . . . . . . . . . . . . 16Comprehension: Theme . . . . . . . . . . . . . . . . . . 17Literary Element: Personification. . . . . . . . . . . . 18Vocabulary Strategy: Dictionary . . . . . . . . . . . . 19Reading Strategy/Reading Log . . . . . . . . . . . . . 20

Building SchoolsEarth Smart

Phonics: Long a . . . . . . . . . . . . . . . . . . . . . . . . . 21Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 22Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Comprehension: Main Ideas and Details . . . . . 24Comprehension: Main Ideas and

Details Chart . . . . . . . . . . . . . . . . . . . . . . . . . . 25Fluency: Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Comprehension: Cause and Effect . . . . . . . . . . 27Study Skill: Using a Dictionary. . . . . . . . . . . . . . 28Vocabulary Strategy: Thesaurus:

Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Reading Strategy/Reading Log . . . . . . . . . . . . . 30

Contents

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ContentsUnit 2 • Neighborhoods and Communities

Working TogetherHere’s My Dollar

Phonics: Digraphs . . . . . . . . . . . . . . . . . . . . . . . 81Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 82Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83Comprehension: State Author’s Purpose . . . . . 84Comprehension: Author’s Purpose Chart. . . . . 85Fluency: Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . 86Comprehension: Persuasive Language . . . . . . 87Literary Element: Rhyme Scheme and

Repetition . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88Vocabulary Strategy: Context Clues:

Examples. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Reading Strategy/Reading Log . . . . . . . . . . . . . 90

Building HomesA Castle on Viola Street

Phonics: Contractions with Pronouns andVerbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91–95

Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 96Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97Comprehension: Theme . . . . . . . . . . . . . . . . . . 98Comprehension: Theme Map . . . . . . . . . . . . . . 99F l u e n c y : P h r a s i n g . . . . . . . . . . . . . . . . . . . . . . . 100Comprehension: Make and

Confirm Predictions . . . . . . . . . . . . . . . . . . . 101

Text Feature: Features in a Textbook . . . . . . . 102

Vocabulary Strategy: Paragraph Clues. . . . . . 103Reading Strategy/Reading Log. . . . . . . . . . . . 104

Birth of a TownBoom Town

Phonics: Long e . . . . . . . . . . . . . . . . . . . . . . . . . 51Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 52Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Comprehension: Sequence. . . . . . . . . . . . . . . . 54Comprehension: Sequence Chart. . . . . . . . . . . 55Fluency: Phrasing . . . . . . . . . . . . . . . . . . . . . . . . 56Comprehension: Cause and Effect . . . . . . . . . . 57Text Feature: Calendar . . . . . . . . . . . . . . . . . . . . 58Vocabulary Strategy: Compound Words . . . . . 59Reading Strategy/Reading Log . . . . . . . . . . . . . 60

Starting a Local Business

Home-Grown Butterflies Phonics: Silent Letters . . . . . . . . . . . . . . . . . . . . 61Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 62Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Comprehension: Draw Conclusions . . . . . . . . . 64Comprehension: Conclusion Map. . . . . . . . . . . 65Fluency: Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Comprehension: Draw Conclusions . . . . . . . . . 67Literary Element: Personification and

Assonance . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Vocabulary Strategy:

Multiple-Meaning Words . . . . . . . . . . . . . . . . 69Reading Strategy/Reading Log . . . . . . . . . . . . . 70

CommunitiesGo West!

Phonics: Three-Letter Blends . . . . . . . . . . . . . . 71Decoding Strategy Chart . . . . . . . . . . . . . . . . . . 72Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73Comprehension: Main Ideas and Details . . . . . 74Comprehension: Main Ideas and

Details Chart . . . . . . . . . . . . . . . . . . . . . . . . . . 75Fluency: Pronunciation and Phrasing . . . . . . . . 76Comprehension: Draw Conclusions . . . . . . . . . 77Study Skill: Parts of a Book . . . . . . . . . . . . . . . . 78

Vocabulary Strategy: Antonyms . . . . . . . . . . . . 79Reading Strategy/Reading Log . . . . . . . . . . . . . 80

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ContentsUnit 3 • Express Yourself

Being an ArtistWhat Do Illustrators Do?

Phonics: Diphthong oi , oy . . . . . . . . . . . . . . . . . 135Decoding Strategy Chart . . . . . . . . . . . . . . . . . 136

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

Comprehension: Sequence. . . . . . . . . . . . . . . 138

Comprehension: Sequence Chart. . . . . . . . . . 139

Fluency: Phrasing and Rate. . . . . . . . . . . . . . . 140Comprehension: Cause and Effect . . . . . . . . . 141

Text Feature: Interviews. . . . . . . . . . . . . . . . . . 142

Vocabulary Strategy: Sentence Clues . . . . . . 143

Reading Strategy/Reading Log. . . . . . . . . . . . 144

My Art

The Jones Family Express Phonics: Variant Vowel: oo , u_e ,ue , ew , ou , ui . . . . . . . . . . . . . . . . . . . . . . . . . 145

Decoding Strategy Chart . . . . . . . . . . . . . . . . . 146Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

Comprehension: Make Inferences . . . . . . . . . 148Comprehension: Inference Chart . . . . . . . . . . 149

Fluency: Intonation and Expression . . . . . . . . 150

Comprehension: First- andThird-Person Narrator . . . . . . . . . . . . . . . . . 151

Text Feature: Directions . . . . . . . . . . . . . . . . . . 152

Vocabulary Strategy: Homophones . . . . . . . . 153


Being a WriterAuthor: A True Story

Phonics: r -Controlled Vowels er , ir , ur . . . . . . . 105Decoding Strategy Chart . . . . . . . . . . . . . . . . . 106Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Comprehension: Author’s Purpose . . . . . . . . . 108Comprehension: Author’s Purpose Chart. . . . 109F l u e n c y : P h r a s i n g . . . . . . . . . . . . . . . . . . . . . . . 110

Comprehension: Biographya n d A u t o b i o g r a p h y . . . . . . . . . . . . . . . . . . . . .111

Literary Element: Onomatopoeia, Rhythm . . . .112Vocabulary Strategy: Context Clues:

Word Clues . . . . . . . . . . . . . . . . . . . . . . . . . . .113Reading Strategy/Reading Log . . . . . . . . . . . . .114

Writing LettersDear Juno

Phonics: r -Controlled Vowels ar , or . . . . . . . . . .115Decoding Strategy Chart . . . . . . . . . . . . . . . . . 116

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117Comprehension: Character, Setting, Plot . . . . .118Comprehension: Character Web. . . . . . . . . . . .119Fluency: Expression and Intonation . . . . . . . . 120

Comprehension: Use Graphic Features . . . . . 121

Text Feature: Time Line . . . . . . . . . . . . . . . . . . 122

Vocabulary Strategy: Context Clues:Sentence Clues. . . . . . . . . . . . . . . . . . . . . . . 123


Let’s CommunicateMessaging Mania

Phonics/Word Study: Prefixes re- , un- ,pre- , mis- , dis- . . . . . . . . . . . . . . . . . . . . . . . . 125

Decoding Strategy Chart . . . . . . . . . . . . . . . . . 126

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

Comprehension: Cause and Effect . . . . . . . . . 128

Comprehension: Cause and Effect Chart. . . . 129

Fluency: Pronunciation and Phrasing . . . . . . . 130

Comprehension: Media Literacy . . . . . . . . . . . 131

Study Skill: Using the Library. . . . . . . . . . . . . . 132Vocabulary Strategy: Homographs. . . . . . . . . 133


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ContentsUnit 4 • Our Teams

Family TeamsRamona and Her Father

Phonics/Word Study: Homophones . . . . . . . . 189Decoding Strategy Chart . . . . . . . . . . . . . . . . . 190Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191

Comprehension: Problem and Solution . . . . . 192

Comprehension: Problem andSolution Chart . . . . . . . . . . . . . . . . . . . . . . . . 193

Fluency: Intonation . . . . . . . . . . . . . . . . . . . . . . 194Comprehension: Media

and Communication . . . . . . . . . . . . . . . . . . . 195

Literary Element: Speaker and Imagery . . . . . 196Vocabulary Strategy: Prefixes . . . . . . . . . . . . . 197


AstronautsOut of This World! The Ellen Ochoa Story

Phonics: Soft c and g . . . . . . . . . . . . . . . . . . . . 199Decoding Strategy Chart . . . . . . . . . . . . . . . . . 200Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201

Comprehension: Sequence. . . . . . . . . . . . . . . 202Comprehension: Sequence Chart. . . . . . . . . . 203Fluency: Pronunciation and Phrasing . . . . . . . 204Comprehension: Theme of a Myth . . . . . . . . . 205Literary Element: Imagery. . . . . . . . . . . . . . . . 206Vocabulary Strategy: Synonyms . . . . . . . . . . . 207Reading Strategy/Reading Log. . . . . . . . . . . . 208

Working as OneSeven Spools of Thread

Phonics: Diphthong ou , ow . . . . . . . . . . . . . . . 155Decoding Strategy Chart . . . . . . . . . . . . . . . . . 156

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

Comprehension: Draw Conclusions . . . . . . . . 158

Comprehension: Conclusion Map. . . . . . . . . . 159

F l u e n c y : P h r a s i n g . . . . . . . . . . . . . . . . . . . . . . . 160Comprehension: Sensory Language . . . . . . . 161

Text Feature: Rules. . . . . . . . . . . . . . . . . . . . . . 162Vocabulary Strategy:

Multiple-Meaning Words . . . . . . . . . . . . . . . 163Reading Strategy/Reading Log. . . . . . . . . . . . 164

Unique TalentsNacho and Lolita Phonics/Word Study: Plurals. . . . . . . . . . .165–169Decoding Strategy Chart . . . . . . . . . . . . . . . . . 170

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171

Comprehension: Theme . . . . . . . . . . . . . . . . . 172

Comprehension: Theme Map . . . . . . . . . . . . . 173

Fluency: Expression . . . . . . . . . . . . . . . . . . . . . 174

Comprehension: Character . . . . . . . . . . . . . . . 175

Literary Element: Consonance and

Metaphor . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176

Vocabulary Strategy: Synonyms . . . . . . . . . . . 177


Community TeamworkA Growing Interest

Phonics/Word Study: VariantVowels au , aw , alt , alk , all , ough . . . . . . . . . . 179

Decoding Strategy Chart . . . . . . . . . . . . . . . . . 180Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

Comprehension: Problem and Solution . . . . . 182Comprehension: Problem and

Solution Chart . . . . . . . . . . . . . . . . . . . . . . . . 183Fluency: Pronunciation and Phrasing . . . . . . . 184Comprehension: Text Features. . . . . . . . . . . . 185

Study Skill: Media Center. . . . . . . . . . . . . . . . . 186Vocabulary Strategy: Suffixes -ful , -ly , -less . . 187


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ContentsUnusual Animal TalentsWilbur’s Boast (Charlotte’s Web)

Phonics/Word Study: InflectionalEndings . . . . . . . . . . . . . . . . . . . . . . . . . . 247–251


Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253

Comprehension: Draw Conclusions . . . . . . . . 254Comprehension: Draw Conclusions Chart . . . 255

Fluency: Pacing and Phrasing . . . . . . . . . . . . . 256Comprehension: Theme of a Fable. . . . . . . . . 257Literary Element: Personification and

Moral . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258Vocabulary Strategy: Prefixes re- , un- ,

dis- , pre- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259

Reading Strategy/Reading Log . . . . . . . . . . . . 260

Survival and AdaptationUnique Animals of the Southwest

Phonics/Word Study: Open Syllables. . . .261–265Decoding Strategy Chart . . . . . . . . . . . . . . . . . 266

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267

Comprehension: Compare and Contrast . . . . 268Comprehension: Venn Diagram . . . . . . . . . . . 269Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . 270

Comprehension: Draw Conclusions . . . . . . . . 271

Literary Element: Foreshadowing . . . . . . . . . . 272

Vocabulary Strategy: Dictionary . . . . . . . . . . . 273


Antarctic LifePenguin Chick

Phonics/Word Study: Compound Words . . . . 209Decoding Strategy Chart . . . . . . . . . . . . . . . . . 210

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211

Comprehension: Main Idea and Details . . . . . 212

Comprehension: Main Idea andDetails Chart . . . . . . . . . . . . . . . . . . . . . . . . . 213

Fluency: Pacing . . . . . . . . . . . . . . . . . . . . . . . . 214

Comprehension: Main Idea and Details . . . . . 215

Literary Element: Imagery . . . . . . . . . . . . . . . . 216

Vocabulary Strategy: Homographs . . . . . . . . . 217


Animal HomesAnimal Homes Phonics/Word Study: Inflectional

Endings . . . . . . . . . . . . . . . . . . . . . . . . . .219–223Decoding Strategy Chart . . . . . . . . . . . . . . . . . 224

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225Comprehension: Description . . . . . . . . . . . . . . 226Comprehension: Description Web. . . . . . . . . . 227

Fluency: Pacing and Phrasing . . . . . . . . . . . . . 228Comprehension: Follow Directions . . . . . . . . . 229Text Feature: Directions . . . . . . . . . . . . . . . . . . 230Vocabulary Strategy: Homophones . . . . . . . . 231Reading Strategy/Reading Log . . . . . . . . . . . . 232

Animals on the MoveCall of the Wild

Phonics: Closed Syllables . . . . . . . . . . . . .233–237Decoding Strategy Chart . . . . . . . . . . . . . . . . . 238

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239Comprehension: Cause and Effect . . . . . . . . . 240Comprehension: Cause and Effect Chart. . . . 241

Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 242

Comprehension: Text Features . . . . . . . . . . . . 243Study Skill: Skim and Scan . . . . . . . . . . . . . . . 244Vocabulary Strategy: Synonyms . . . . . . . . . . . 245


Unit 5 • Those Amazing Animals

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ContentsOur StoriesCook-a-Doodle-Doo!

Phonics: r -Controlled Vowel Syllables . . . 317–321Decoding Strategy Chart . . . . . . . . . . . . . . . . . 322

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323

Comprehension: Compare and Contrast . . . . 324

Comprehension: Venn Diagram . . . . . . . . . . . 325Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 326

Comprehension: Compare Settings . . . . . . . . 327

Text Feature: Diagrams . . . . . . . . . . . . . . . . . . 328Vocabulary Strategy: Idioms . . . . . . . . . . . . . . 329


Tales of Long Ago

One Riddle, One Answer Phonics/Word Study: Suffixes. . . . . . . . . .331–335Decoding Strategy Chart . . . . . . . . . . . . . . . . . 336

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337

Comprehension: Character, Setting, Plot . . . . 338Comprehension: Setting Web . . . . . . . . . . . . . 339Fluency: Phrasing and Intonation . . . . . . . . . . 340


Literary Element: SensoryLanguage: Imagery . . . . . . . . . . . . . . . . . . . 342

Vocabulary Strategy: Unfamiliar Words . . . . . 343Reading Strategy/Reading Log . . . . . . . . . . . . 344

Unit 6 • Storytellers

FolktalesStone Soup

Phonics/Word Study: Prefixes . . . . . . . . . 275–279Decoding Strategy Chart . . . . . . . . . . . . . . . . . 280

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281

Comprehension: Make Inferences . . . . . . . . . 282Comprehension: Inference Map . . . . . . . . . . . 283Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 284

Comprehension: Character . . . . . . . . . . . . . . . 285

Text Feature: Charts. . . . . . . . . . . . . . . . . . . . . 286

Vocabulary Strategy: Synonyms . . . . . . . . . . . 287Reading Strategy/Reading Log . . . . . . . . . . . . 288

Plays

The Strongest One Phonics: Final Stable Syllables . . . . . . . . 289–293


Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295Comprehension: Summarize . . . . . . . . . . . . . . 296Comprehension: Story Map. . . . . . . . . . . . . . . 297

Fluency: Expression and Intonation . . . . . . . . 298Comprehension: Plot . . . . . . . . . . . . . . . . . . . . 299Text Feature: Diagram . . . . . . . . . . . . . . . . . . . 300Vocabulary Strategy: Antonyms . . . . . . . . . . . 301Reading Strategy/Reading Log . . . . . . . . . . . . 302

Trickster TalesTales of the Trickster

Phonics: Vowel Team Syllables. . . . . . . . 303–307


Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309Comprehension: Compare and Contrast . . . . 310

Comprehension: Venn Diagram . . . . . . . . . . . .311Fluency: Pronunciation and Phrasing . . . . . . . 312


Study Skill: Functional Documents . . . . . . . . . 314

Vocabulary Strategy: Prefixes and Suffixes . . 315


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Practice

1

Phonics:

Short Vowels

Fill the blank in each word below with a letter that makes a short

vowel sound.

1. Please st p to the rear o the bus.

2. Our new baby sleeps in a cr

b.

3. This is the frst time I have eaten carrots or a sn ck.

4. I just learned how to j mp rope.

5. Our frst time at the park we saw ducks in the p nd.

6. Sandy orgot to put a st mp on the frst letter she wrote.

7. The audience will cl p at the beginning o the show.

8. Mom and Dad will sh p or a new car.

9. I have to p ck my clothes beore I leave.

10. Pat will p ck the place to go on vacation.

11. My room was a m ss ater my little brother played in it.

12. Would you like a peach or a pl m?

The short vowel sounds are the vowel sounds that the letters

a, e, i, o, and u stand or in the ollowing words:

pack step pick sock truck

First Day Jitters • Grade 3/Unit 1



Decoding Strategy Chart

Step

1GPHOJOOJHFCFIUUBTFYJGFSQTUSBQESPXSPGLPP-

UIFXPSE

Step

2ESPXFIUGPEOFFIUUBTFYJGGVTTUSBQESPXSPGLPP-

Step

3LOJI5TOSFUUBQHOJMMFQTSBJMJNBGSPGLPPMESPXFTBCFIUO*

BCPVUUIFTJYTZMMBCMFTQFMMJOHQBUUFSOTZPVIBWFMFBSOFE

Step

4TUSBQESPXFIUSFIUFHPUEOFMCEOBUVPEOVP4

Step

5

TBOPJUBJDOVOPSQSVPZUTV KE"UTBGTUSBQESPXFIUZB4

OFFEFE"TLZPVSTFMGi*TUIJTBXPSE*IBWFIFBSECFGPSFu

5IFOSFBEUIFXPSEJOUIFTFOUFODFBOEBTLi%PFTJU

NBLFTFOTFJOUIJTTFOUFODFu

Use the decoding strategy. It will help you ma e surethat you are decoding words correctly.

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Word Study




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3

5.

1. 2.

3.

4.

Vocabulary

Use the clues to complete the ollowing crossword puzzle.

Across

3. dropped

5. laughed in a quiet way

Down

1. araid or worried

2. walked slowly

4. silly or untrue idea

trudged nonsense nervous

umbled downstairs chuckled




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Comprehension:

Character, Setting,

Plot

The characters are the people or animals in a story. The

characters’ actions aect each other and the events o the

story. The plot includes the important events that happen in the

beginning, middle, and end o the story. The setting is when

and where the story happens.

Read the story, then answer the questions below.

Brian and Josh worked in a supermarket. They were not riends. One

day Josh had to pick up the carts. Josh did not like this job. It was coldoutside. Brian wanted to help Josh. Brian showed Josh how to make a train

o carts. Ater an hour, Josh had ten carts. He pushed them into the store.

Josh inished his job. Then he thanked Brian. Soon Josh and Brian became

best riends.

1. How do Josh and Brian eel about each other at the beginning o

the story?

2. What happened in the story frst?

3. What happens ater Josh fnishes his job?

4. How does Josh eel about Brian at the end o the story?




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As you read First Day Jitters, ill in the Story Map.

haracters

Setting

How does the inormation you wrote in this Story Map help you

analyze story structure in First Day Jitters?

Comprehension:

Story Map

Beginning

Middle

End




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6

Fluency:

Phrasing

As I read, I will pay attention to phrasing.

One Monday in November, Jay and his mother drove

9 to a yellow brick building with a sign in ront that said:21 “Rosewood Middle School.” It was a big building—much

30 taller than Jay’s old school.

35 Jay’s mother illed out lots o orms. Beore they let,

45 the school principal, Ms. Tucker, came out o her oice

55 and shook Jay’s hand. “Welcome to Rosewood,” she said.

64 “We’ll see you tomorrow.”

68 On Tuesday morning, Jay’s older sister, Eva, gave him

77 a ride to school. “Are you nervous?” she asked.

86 Jay shrugged and then nodded. “I hate being the new kid,”

97 he admitted. 99

Comprehension Check

1. Who is the main character, and what is the story about? Character, Plot

2. Why is Jay nervous? Plot

Words Read –Number of

Errors=

WordsCorrect Score

First Read – =

Second Read – =




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7

Read each passage below. Write the words that help create a

picture in your mind.

1. My mom was telling me about how sae our neighborhood is. Then, like a

ash o lightning, Aaron raced by on his bicycle. As he passed, he let acloud o dust and a ew leaves swirling in the air. He nearly ran over us.

2. We stared down into the deep canyon. Rocks looked like tiny pebbles

scattered in piles. The river was a twisting ribbon that glittered in the sun.

The sight o water made our dry, scratchy mouths ache rom thirst.

3. The heavy winds made the trees sway back and orth. We leaned into the

wind so that we would not all over and tumble down the street. Vernon

pointed to Ms. Crabtree’s recycling bucket. It had tipped over. Cans and

bottles were sent rattling and clanking down the street.

Sensory language is a writer’s use o words to create a picture

in a reader’s mind. Writers use strong adjectives and lively

verbs to make sensory language. Such words show how people

and events in a story look, eel, act, sound, or smell.

Comprehension:

Sensory Language




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8

N u m b e r o f S t u d e n

t s

Feelings on First Day of School

How Did You Feel on Your First Day of School?

happy afraid excited curious

65

4

3

2

1

0

Text Feature:

Bar Graphs

Use a bar graph to compare the numbers shown on the bars.

The title tells what the graph is about. Labels tell you what eachrow is about. The numbers show amounts.

Use the bar graph to locate inormation and answer the

questions below.

1. How many o the students said they elt curious?

a. 4 b. 6

2. Four students said they elt .

a. happy b. araid

3. The total number o students that elt happy or curious was .

a. 10 b. 2

4. More students elt than .

a. araid, excited b. excited, happy

5. You can use the graph to fnd out .

a. how many more students elt happy than excited

b. why more students elt curious than araid




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The preixes un-, in-, non-, and dis- are word parts that can be

added to the beginning o base words. They orm new words

with new meanings. Un- and in- mean “not” or “the opposite o.”

Non- and dis- mean “not” or “without.”

un + kind = unkind non + stop = nonstop

in + correct = incorrect dis + obey = disobey

Vocabulary Strategy:

Prefixes

1. First, the teacher may the ingredients.

2. We usually cook in pans.

3. I some o the oods we made.

4. Without the mats, the kitchen could be .

5. I would be to miss cooking class.

6. Germs can be .

visible happy sae

stick wrap like

Add the preix un-, in-, non-, and dis- to the words in the box.

Then complete the sentences below with the new words.




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10

A. Reading Strategy: Set a Purpose or Reading

As you read, think about your purpose or reading. You might set your

own purpose or reading, or your teacher might set a purpose or you.Choose a text that you will read this week, and complete the activity.

Beore Reading Circle the answer that best completes the sentence.

My purpose is to . . .

have un. think about lie or how people act.

learn about something. learn how to do something.

think in a new way decide about something.

Ater Reading Complete the sentences.

I read to .

This purpose helped me understand

.

B. Independent Reading Log

Choose something you would like to read. Ater reading, complete the

reading log. Be sure to paraphrase, or tell the main idea or meaning o

the text. Keep the details or events in the correct order. You may use the

log to talk to others about what you read.

Genre

Title

Author

This Text Is About

Reading Strategy/

Reading Log




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Phonics:

Final e

Circle the word that has a long vowel sound and a inal silent e.

Then write it on the line to complete the sentence.

1. We read a book about a storm called a .

rainstorm blizzard hurricane

2. We looked at a to see where one can orm.

map globe book

3. We learned when a hurricane might .

begin appear arrive

4. We ound out the storm can bring winds.

high brisk huge

5. The amount o rain can you.

surprise surround righten

6. Scientists can how strong the storm will be.

complain compute tell

7. No two storms are exactly .

always similar alike

8. Our class a report about hurricanes.

read printed wrote

A inal silent e oten makes the vowel in that syllable have the

long vowel sound. For example:

conuse reine dislike pancake alone quote

Amazing Grace • Grade 3/Unit 1




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13

Vocabulary

Read the story. Choose words rom the box to complete the

sentences. Then write the answers on the lines.

auditions adventure exploring sparkling antastic success

My riends and I love stories. We wish we could

go with the story characters. We can’t do that. But we

do learn all sorts o things rom these exciting tales.

Sometimes we put on a play about a story we’re reading. We holdto see who will play each part. From the book, we

learn where and when the story takes place. Then we take old clothes and

add decorations like jewels to make costumes. We

make the costumes look like clothes the story characters wore. People who

see our plays oten say the costumes are . The right

costumes help make a play a .




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14

Comprehension:

Cause and Effect

The cause makes an event in the plot happen. The eect is

what happens. Finding causes and eects help you see how

one event leads to another event.

Read the passage and answer the questions about the

relationship between the causes and eects.

Our library needed to raise money to buy new books and equipment. My

class decided to have a bake sale. We made cakes, cookies, and brownies.

We raised over $200.00 or the library book und. The library bought twonew computers. I took a computer class ater school. I learned how to

make lyers or our next bake sale.

1. What are the main events o the passage?

2. What happens as a result o the main events?




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Comprehension:

Cause and Effect

Chart

How does the inormation you wrote in this Cause and Eect Chart

help you retell Amazing Grace?

As you read Amazing Grace, ill in the Cause and Eect Chart.

Cause Effect




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16

Fluency:

Intonation

As I read, I will pay attention to my intonation.

Rain orests are home to over hal the world’s plants

10 and animals. When the rain orest is lost, the circle o lie22 breaks down. The climate changes. The plants and animals

31 die o.

33 People have come up with many ways to address this

43 problem. One way to save the orests is to learn all about

55 them.

56 Another way is to get wood rom somewhere else. Now

66 there are tree arms where wood is grown. I you can get

78 trees rom a arm, then you don’t need to cut down a orest.

91 Cutting a rain-orest tree should only be done as a last

102 resort. 103

Comprehension Check

1. What happens when the rain orest is lost? Cause and Eect

2. What can happen when people learn about a problem? Cause and Eect


Errors=

WordsCorrect Score

First Read – =

Second Read – =




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17

Think about “The Storytelling Stone.” Then answer the

questions that ollow.

1. Put a check mark next to the sentence that tells the theme o the

passage.

People like to help others when they can.

Stories can be a special git to people.

Winter is a time to think about the past.

2. What details in the legend support the theme?

3. Write a short story with the same theme as the legend. Use dierent

characters and details.

A theme is a message about lie in a story. To ind the theme,

think about the message that the author wants to tell you in the

story.

Comprehension:

Theme




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Literary Element:

Personification

Personiication means giving human characteristics to an animal

or thing. It creates a picture in the reader’s mind. Examples:

The star raced across the sky. My old car coughed.

A legend is a story that is passed down orally rom person

to person. It may teach a lesson or explain why something

happens. A legend oten includes personiication.

Read the legend below. Then answer the questions.

Father Sun and Mother Moon lived inside the rocks at Rock House. Theydidn’t give any light to the sky, so the people and the animals lived in darkness.

Coyote loved to play tricks. He thought it would be un to dump leas on

Father Sun and Mother Moon. He gathered leas in a bag and set out. On

the way, he met Rabbit and Gopher. When he told them his plan, Rabbit and

Gopher joined him on the path to Rock House. When they got to Rock House,

they dumped the leas down a hole in the rocks and ran away.

The leas landed on Father Sun and Mother Moon. Mother Moon lew outo Rock House and began to ly around the Earth. Father Sun ollowed, racing

around the Earth trying to get rid o those leas. That is why, to this day, the

Sun ollows the Moon across the sky.

1. What things show human characteristics?

2. What words help you picture the objects in the story?




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19


Dictionary

6TFBEJDUJPOBSZUPGJOEUIFNFBOJOHPGVOGBNJMJBSXPSET

3FBEUIFEJDUJPOBSZFOUSJFTCFMPX5IFOBOTXFSUIFRVFTUJPOT

NFNrPrSZNFN{ōSF~OPVO5IFBCJMJUZUPSFDBMMQBTUFYQFSJFODFT

"MMUIBUPOFDBOPSEPFTSFNFNCFS4PNFPOFPSTPNFUIJOH

SFNFNCFSFE

BErWFOrUVSFBEWFO{DIōSOPVO"EJGàDVMUBOEEBOHFSPVTVOEFSUBLJOH

JOXIJDISJTLJTJOWPMWFE%BOHFSPVTPSFYDJUJOHBDUJWJUZ"UISJMMJOHPS

VOVTVBMFYQFSJFODF

BErWBODFBEWBOT{WFSC5PNPWFTPNFUIJOHGPSXBSE5PSBJTF

UPBIJHIFSPSNPSFGBWPSBCMFQPTJUJPOPSSBOLOPVO"QBZNFOUHJWFO

CFGPSFEVF

8IBUXPSEPSXPSETIBWFUISFFTZMMBCMFT

8IBUJTUIFQSPOVODJBUJPOPGBEWBODF

8SJUFUIFXPSETJOBMQIBCFUJDBMPSEFS

8SJUFBTFOUFODFGPSFBDIXPSE




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20



own purpose or reading, or your teacher might set a purpose or you.Choose a text that you will read this week, and complete the chart.

Before Reading: My purpose

for reading is...

After Reading: My purpose for

reading helped me...

B. Inde pendent Reading Log





Genre

Title

Author

This Text Is About

Reading Strategy/

Reading Log




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21

The long a sound can be spelled several dierent ways. The

letters ai , ay , and eigh can stand or the long a sound.

A. Read each sentence. Circle the word that has the

long a sound.

1. It’s un to walk outside in the rain.

2. I like to paint using watercolors.

3. The kitten plays with yarn until it is tired.

4. “Don’t knock over that pail!”

5. May is one o the loveliest months o the year.

6. My dog weighs fve pounds.

B. Write rhyming words or the words with the long a sound.

7. rain

8. paint

9. plays

10. pail

11. eight

12. laid

Phonics:

Long a

.

Earth Smart • Grade 3/Unit 1




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23

Vocabulary

unaware members contribute donate

A. Use the clues to complete the puzzle with words rom the box.

Across

2. to work with a group by

giving your time, money, oreorts to achieve a common

goal. Example: My class will

to the “Green

World” program by collecting cans

and newspapers or recycling.

4. the people who make up a group

Down

1. to give time or money to help

other people. Example: I want

to some o

my allowance to the local animal

shelter.

3. to not know something is

happening

B. Write a sentence using one o the vocabulary words.




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24

Comprehension:

Main Ideas and Details

The main idea o a paragraph or section is the most important idea.

Supporting details are examples and evidence that support themain idea.

To ind the main idea, look at the details. Figure out what they

have in common. This tells you the main idea.

Read the paragraph. Then answer the questions that ollow.

Many groups help students get an education. In Caliornia, the Major

League Baseball organization built a learning center or students. They canplay baseball and learn reading and math. Another group called Free the

Children has built more than 450 schools around the world.

1. What are the important details o this paragraph?

2. What do these details have in common?

3. What is the main idea o the paragraph?




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Comprehension:

Main Idea and

Details Chart

As you read Earth Smart , ill in the Main Idea and Details Chart.

How does the inormation you wrote in the Main Idea and Details

Chart help you summarize Earth Smart ?

Detail

Detail

Detail

Main Idea




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26

As I read, I will pay attention to rate.

Charlie called Emma. “I’ve got a problem,” he told her

10 as soon as she picked up the phone. “How can I show my23 mom I can take care o a pet?”

31 “Hmmm…,” said Emma. “What i you did some

39 research on pets?”

42 “Yeah,” he said. “I could do that.”

49 “Listen,” Emma said. “Lucy needs a bath. She keeps

58 scratching her ur, and I’m worried that she has leas. Let’s

69 talk about this tomorrow, okay?”

74 Charlie called Josh. Josh said, “I can’t talk. I’m eeding

84 Prince. I can’t believe this dog’s appetite! I I don’t get this

96 ood in his bowl, I’m araid he’s going to cook or himsel.” 108

Comprehension Check

1. What is Charlie’s problem? Problem and Solution

2. Why can’t Charlie’s riends talk with him about his problem? Plot


Errors=

WordsCorrect Score

First Read – =

Second Read – =

Fluency:

Rate




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27

A. Read the passage. Then answer the questions

Water is a liquid. A liquid can be poured. Heat and cold can aect the

state o water. I you put a pot o water on a hot stove, the water will soon

boil and you will see steam. Steam is water that has become a gas. When

water is a gas, it can loat into the air. I you take that same pot o water

and put it in the reezer, the water will reeze and turn into ice. Ice is asolid, and a solid doesn’t change shape. However, i you take the ice out o

the reezer, the heat rom the air in your house will melt the ice and it will

become a liquid again.

1. What are two things that aect the state o water?

B. Fill in the missing cause or eect.

2. Cause: A pot o water is heated.

Eect:

3. Cause:

Eect: Water turns to ice.

4. Cause: Ice is taken out o the reezer and put in a warm room.

Eect:

A cause is what makes something happen. An eect is what

happens as a result o a cause.

Comprehension:

Cause and Effect




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28

4UVEZUIFEJDUJPOBSZQBHFTCFMPX5IFOBOTXFSUIFRVFTUJPOT

Study Skill:

Using a Dictionary

r"EJDUJPOBSZMJTUTFOUSZXPSETJOBMQIBCFUJDBMPSEFS8PSET

UIBUCFHJOXJUIUIFTBNFMFUUFSBSFBMQIBCFUJ[FEBDDPSEJOH

UPUIFJSTFDPOEPSUIJSEMFUUFS (VJEFXPSETBUUIFUPQPGUIF

QBHFTIPXUIFGJSTUBOEMBTUXPSETGPVOEPOUIBUQBHF

r&OUSZXPSETBSFQSJOUFEJOCPMEUZQFBOEBSFPGUFOTIPXO

EJWJEFEJOUPTZMMBCMFT5IFQSPOVODJBUJPOGPSFBDIXPSEJT

TIPXO"EFGJOJUJPOJTHJWFOGPSFBDINFBOJOHPGBXPSE

5IFSFNBZCFBTFOUFODFUPTIPXIPXUPVTFUIFXPSE

HSFBUHSFFO HSFFOIPVTFHSPX

HSFFOHSFŠOUIFDPMPSPGHSBTTOPUSJQFOPUIBSNGVMUPUIFFOWJSPONFOU&MFDUSJDDBSTBSFNPSFHSFFOUIBOHBT QPXFSFEDBST

HSFFOrIPVTFHSFŠOIPVTBHMBTTSPPNXIFSFQMBOUTBSFHSPXO5IFHSFFOIPVTFIFMQTQMBOUTHSPXBMMZFBSMPOH

8IBUJTUIFàSTUFOUSZXPSEPOQBHF

)PXNBOZEFàOJUJPOTBSFHJWFOGPSHSFFO

8IJDIEFàOJUJPOCFTUàUTUIFXBZHSFFOJTVTFEJOUIFTBNQMFTFOUFODF

8IBUJTUIFMBTUFOUSZXPSEPOQ

)PXJTHSFFOIPVTFQSPOPVODFE

)PXNBOZTZMMBCMFTEPFTHSFFOIPVTFIBWF




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A thesaurus is a book o synonyms. Synonyms are words

that have similar meanings. When you don’t know the exact

meaning o a word, inding words with similar meanings in a

thesaurus can help you igure out the meaning o that word.

Sometimes a word has more than one meaning. A thesaurus

will provide synonyms or each meaning o the word.


Thesaurus: Synonyms

A. Read the thesaurus entry. Then answer the question below.

direction 1. leadership, guidance, control, management2. guideline, instruction, rule, order, command 3. path, route,

course, track, way

1. How many dierent synonyms or direction does this thesaurus entry

provide?

B. Use the thesaurus entry to ind a synonym or direction that

makes sense in each sentence. Write a synonym.

2. Our school is under the direction o our new principal, Mrs. Jackson.

3. Which direction do you want to take on our hike?

4. Did you read the directions beore you started the activity?

5. Write two sentences using the synonyms path and track .




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own purpose or reading, or your teacher might set a purpose or you.Choose a text that you will read this week, and answer the questions.

What is the title?

What is the subject?

What do you already know or think about this subject?

What do you want to know about this subject?

What is your purpose or reading this text?






Genre

Title

Author

This Text Is About

Reading Strategy/

Reading Log




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31

Phonics:

Long o

The long o sound can be spelled in dierent ways.

Here are several spelling patterns that stand or the long o sound:

The letters oa stand or the long o sound. (coat)

The letters ow stand or the long o sound. (row)

When the letter o comes beore the letters ld , the letter stands

or the long o sound.

A. Circle the letter or letters in each word that make the long o sound. Write the letters on the line.

1. soak 9. know

2. snow 10. oat

3. blow 11. moat

4. coast 12. show

5. gold 13. boast

6. loa 14. ow

7. scold 15. loan

8. roast 16. grow

B. Follow the directions above to review these words with thelong a sound.

17. gray 19. straight

18. play 20. delay

Wolf! • Grade 3/Unit 1




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33

Vocabulary

A. Write the correct word rom the word box on each line.

passion splendid achedbothering admire concentrate

1. The exciting games made the party the most ever!

2. I the paintings o a good artist.

3. The wol’s paw ater he stepped on a sharp rock.

4. A person who has a strong eeling has .

5. The buzzing bee kept me when I picked the owers.

6. I had to while I read a hard part o the story.

B. Use the words rom the box to answer the questions.

7. Which word rom the box has one syllable?

8. Write the words rom the box that are two-syllable words.

9. Write the words rom the box that are three-syllable words.




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34

Comprehension:

Compare

and Contrast

Read the ollowing paragraph, and answer the questions below.

Sally and Mike are students in Mrs. Stine’s classroom. They both had

to act in the class play. Mike enjoys acting. Sally doesn’t like acting at all.

Mike has un practicing his acting at home. Mike invited Sally to practice

with him. The practice helped Sally eel comortable about acting. Now

Sally enjoys acting. When it was time or the class play, Sally elt good

about acting in the class play.

1. How does Mike eel about being in the class play?

2. How does Sally eel about being in the class play?

3. What does Mike do to help change the way Sally eels about acting?

When you compare characters, settings, or events, you tell how they

are alike.

When you contrast characters, settings, or events, you tell how

they are dierent. When you compare and contrast characters,

you can see how they treat each other. You can also see how their

relationships change.




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Comprehension:

Compare

and Contrast Chart

How does the inormation you wrote in the Compare and Contrast

Chart help you generate questions about Wolf!?

As you read Wolf!, ill in the Compare and Contrast Chart.

Alike Different




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36

Fluency:

Expression

As I read, I will pay attention to my expression.

“You haven’t eaten any lunch, Katie,” my grandmother

8 said. She was right. The pile o mashed potatoes was a19 round ball. My broccoli pieces still looked like perect

28 little trees. And I had eaten only a spoonul o bean chili.

40 The next day, Granny was leaving on a trip to Europe.

51 She was staying on a sheep arm in Ireland or a month.

63 Traveling the world was Granny’s passion, but I was

72 worried.

73 “With all those sheep, there might be wolves,” I told

83 her. “It could be dangerous.”

88 “You’ve been reading too many airy tales,” Granny

96 said.

97 I had read plenty o airy tales. But I had also read a lot

111 o noniction. 113

Comprehension Check

1. Why is Katie worried? Plot

2. Are Katie and Granny’s eelings about the trip the same or dierent?

How? Compare and Contrast


Errors=

WordsCorrect Score

First Read – =

Second Read – =




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Read each passage, and explain what the author wants you to

think or do.

1. Texas is a great place to visit. It has everything rom beaches to prairiesto mountains. Texas also has exciting cities. In Texas, you can go or a

hike or spend the day at a museum. There is un or everyone in Texas.

Visit Texas i you get the chance!

2. It is very important to vote. When you vote, you help to choose leaders

and make decisions. I you don’t vote, you don’t get a say in decisionsthat may aect you. So, vote whenever you get the chance.

Authors oten write to inorm or to entertain. Sometimes an

author writes to be persuasive. Persuasive text is meant to

encourage readers to believe or to do something. The author

will include reasons that explain why readers should believe or

do something.

Comprehension:

Persuasive Text




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38

Text Features

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8IBUXPSEJTJOCPMEGBDFUZQF

8IBUJTUIFIFBEJOH

8IBUXPSEJTJOJUBMJDT

8IBUJTUIFQSPOVODJBUJPOGPSJOTUJODU

Animals in the Wild

Animals living in the wild know they must take care o themselves. Animals

know this because they were born with instinct (in´ • stingkt´) and don’t have

to learn how to do things. For example, wolves know to make their home in

a place called a den. They know that the den must be well hidden to keep the

young wolves sae.

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#PMEGBDFUZQFIFBEJOHTJUBMJDTBOEQSPOVODJBUJPODBO

IFMQZPVMPDBUFJOGPSNBUJPOBOENBLFBOEDPOGJSNQSFEJDUJPOT




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Multiple-Meaning

Words

load noun 1. a large amount o something that is carried: We put a load of

groceries in the car. 2. a lot o something: My cousin has a load of friends.

3. the amount o work that a person has to do: They hired another person to

help with the work load. 4. a problem or worry: Finding the lost wallet was

a load off her mind. 5. an amount o clothes that are washed together in a

washing machine: We did two loads of laundry.

verb 1. to put into a computer: Press Enter to load the program into the

computer.

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PVUUIFNFBOJOHPGMPBE 5IFOXSJUFUIFOVNCFSPGUIFNFBOJOHPOUIF

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OFBSCZXPSETUPIFMQZPVGJHVSFPVUXIBUBNVMUJQMFNFBOJOHXPSE

NFBOT




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Look at the title. What do you think the text will be about?

Look at any pictures. What do they tell you about the subject?

Read the frst paragraph. Why do you think the author wrote the text?

Think about your answers to the frst three questions. What is your

purpose or reading this text?






Genre

Title

Author

This Text Is About

Reading Strategy/

Reading Log




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A. Find the two words in each sentence that have the long i

sound, and write them on the lines provided.

1. Why is the sky so blue?

2. The child got into a fght.

3. Dad went to buy a tie at the store.

4. I might ask the cook to ry the ood.

5. Can you fnd a bright red paint or the barn?

B. Write the word in each sentence that has the long i sound.

Underline the letter or letters that stand or the sound.

6. Did you know that pilot fsh swim near blue sharks?

7. A bear once walked in ront o my dad’s car.

8. We need to pry open this box.

9. The lights went out during the storm.

10. What is your avorite pie?

11. The pesky y almost ruined our picnic.

12. Sam eats only mild ood.

Remember the ollowing common spellings or the long i sound:

i , ie, y , and igh.

Phonics:

Long i

My Very Own Room • Grade 3/Unit 1




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Vocabulary

A. Fill in the blank with the word rom the box that best

completes each sentence.

1. Rose’s amily had planned their trip with great .

2. The amily’s urniture was put into a room or on

the ship.

3. The ship sailed at the time it was supposed

to leave.

4. Rose used a sheet to her space rom the rest o

her amily.

5. She thought she was the person on the ship.

She had her own quiet space to write in her journal.

6. Rose unpacked at her new home. Some boxes had been squashed.

Nothing had been broken or during the move.

B. Write a sentence using one o the vocabulary words.

7.

determination ruined storage

exact separate luckiest




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You can use ideas in stories to make and conirm predictions.

When you make a prediction, you use details in a story to tell

what you think will happen next. As you continue reading, you

can conirm your prediction, or ind out i you were right.

Read the title o each story to help you predict what will happen.

A Good Day to Play

1. What will the story be about?

Rain has allen or days and days.

We’ve been bored in many ways.

The sun is inally out today.

We can’t wait to run out and play.

2. Was your prediction right?

The Tired Queen

1. What will the story be about?

The queen went to sleep late last night.

She stayed up ‘til almost dawn.When she wakes up later this morning,

You’ll probably see her yawn.

2. Was your prediction right?

Comprehension:

Make and Confirm

Predictions




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As you read My Very Own Room, ill in the Predictions Chart.

Comprehension:

Predictions Chart

How does the inormation you wrote in this Predictions Chart help you

understand plot development in My Very Own Room?

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"T*SFBE*XJMMQBZBUUFOUJPOUPQISBTJOH

“What are your plans or today?” Mr. Sanchez asked his

son Carlo. “I’m hiking with my nature club,” Carlo said, “rom

the state park entrance to Turtle Lake. Jimmy’s ather,

Mr. Gordon, is going with us.”

“It’s colder than yesterday,” his mother said. “Please

take your warmest jacket and your gloves.”

“Hold on,” Carlo’s ather said. “I need to get your warm

blue jacket rom the storage box in the attic. Then I’ll

drop you o.”

A short time later, Carlo met up with Mr. Gordon and

the other members o the club, Jimmy, Julie, and Tyrone.

Mr. Gordon packed them in his van and drove them to

the state park.

When they arrived he checked his compass. “The

old logging trail is somewhere directly west o here,”

he said.

Comprehension Check

8IBUBSF$BSMPTQMBOT%FUBJMT

8IBUJTUIFXFBUIFSMJLF1MPU

8PSET3FBE mNumber of

Errors

WordsCorrect Score

'JSTU3FBE m

4FDPOE3FBE m

Fluency:

Phrasing




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Read each passage. Then tell what type o narrator is being used

and how you know.

1. I had hoped to be class president. I shook a lot o hands and made a lot o

promises. On election day, I asked all my classmates to vote or me. I was

so busy that I nearly orgot to vote or mysel. I remembered just in time.

When the votes were counted, I had won by just one vote!• What type o narrator appears in the passage? How do you know?

2. Maria wished that it would snow, but she knew that southern Texas was

too warm or snow, even in winter. Then one morning Maria woke up and

elt a chill in the air. She looked outside. White lakes were alling romthe sky. “Snow!” she cried. Her wish had come true.

• What type o narrator appears in the passage? How do you know?

In a story, a narrator tells what happens. A narrator who is a

character in the story is a irst-person narrator. The reader

sees all events through that character’s eyes. The irst-person

narrator uses the words I, me, mine, and my . A narrator who is

not a character in the story is a third-person narrator. This

narrator may also tell the story through a single character’s

eyes. Sometimes a third-person narrator knows and tells what

all the characters are thinking and doing. The third-person

narrator uses he or she, him or her , or they or them when telling

a story.

Comprehension:

Narrator




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210

Vincent van Gogh’s LifeVincent van Gogh was born

Early paintings Van Gogh’s earlypaintings were

Painters

Vincent van Goghpainted beautifulpictures.

An encyclopedia is a set o books illed with articles. The articles

are in alphabetical order and give inormation about many subjects.

On the top o each page a guide word tells the reader what will be

on that page. Some articles have headings and subheadings in

boldace type to summarize inormation and make it easy to ind. Key

words are important words. Sometimes pictures have captions that

explain the pictures. Use text eatures to locate inormation and make

and conirm predictions.

Answer the ollowing questions about the encyclopedia article above.

1. Read the heading. What do you think this article is about?

2. What is the guide word?

3. What is the heading?

4. What is a key word?

5. What is the caption?

6. Was your prediction about the article correct?

Text Feature: Guide

Words, Headings,

and Captions




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5IFJOGMFDUJPOBMFOEJOHTFS BOEFTU TIPXDPNQBSJTPO5IF

FOEJOHFS NFBOTiNPSFu*UJTVTFEUPDPNQBSFUXPUIJOHT5IF

FOEJOHFTU NFBOTiNPTUu*UJTVTFEUPDPNQBSFNPSFUIBOUXP

UIJOHT


Suffixes -er , -est

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CMBOLMJOF6TFFS PSFTU UPDPNQBSFUIFJUFNT

5IFHJSBGGFXBTUIF PGBMMUIFHJSBGGFTJOUIF[PP

4IFIBEUIF OFDLPGBMMPGUIFBOJNBMTJOUIF[PP

4IFXBTFWFO UIBOIFSCSPUIFS

4IFUIPVHIUUIBUUIFMFBWFTBUUIFWFSZUPQTPGUIFUSFFTXFSFUIF

4IFTIBSFEUIF PGUIFUISFFTQBDFTJOUIFJSIPNF

XJUIUXPPUIFSHJSBGGFT

5IFCSFF[FTXFSF BUOJHIUUIBOJOUIFEBZ

8IFOUIFHJSBGGFHSFXBMJUUMF TIFHPUBCJHTVSQSJTF

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MBSHF

DPPM

PME

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CJH

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Study the chart. Then complete the sentences.

Genre Possible Purposes or Reading

Fiction/Drama/Poetry to have un, to think about something in a new

way, to understand something about lie or people

Inormational Text to learn about a subject, to learn how to do

something

Persuasive Text to learn about a subject, to think about something

in a new way, to decide whether to do something

The genre that I will read is .

The subject o the text is .

My purpose or reading is to .






Genre

Title

Author

This Text Is About

Reading Strategy/

Reading Log




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"6OEFSMJOFUIFMFUUFSTFJFFFFBPSZ JOUIFXPSETUIBUIBWF

UIFMPOHFTPVOEJOFBDITFOUFODF

*BTLFENZTJTUFSUPDPNFUPUIFQMBZCVUTIFEJEOPUXBOUUPDPNF

-FUTTFBMUIFMFUUFSBOENBJMJU

5IBUNPWJFJTBCPVUBNFBONBOOBNFE4DSPPHF

.BOZQFSGPSNFSTGFFMOFSWPVTCFGPSFHPJOHPOTUBHF

5IFDPOEVDUPSMPTUUIFTIFFUNVTJDGPSUIFTPOH

*IBWFUPXBJUGPSUIFJDFQPQTUPGSFF[FCFGPSF*DBOFBUUIFN

.T3BWFOFMMTDMBTTTBXBNBHJDTIPXGPSGSFF

5IFCPZQMBOUFEBCFBOUPTFFJGJUXPVMEHSPX

8FOFFEFEUPMFBWFJOUJNFUPDBUDIUIFCVT

.PNBOE%BEXJMMNFFUBMMPGNZUFBDIFSTBUUIFPQFOIPVTF

4BZUIFGPMMPXJOHXPSETUIBUIBWFUIF MPOHFTPVOE/PUJDF

UIFSFBSFEJGGFSFOUTQFMMJOHTGPSUIFMPOHFTPVOE

Fm NF JFm CSJFG FFm GFFU FBm IFBU Zm GVOOZ

Phonics:

Long e

Boom Town • Grade 3/Unit 2




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Vocabulary

wailed traders blossomed grumbled

A. Use a word rom the box to answer each question. Then use

the word in a sentence.

1. What is another word or complained in a low voice?

2. What word might describe an idea that grew very quickly?

3. Who might be upset i they couldn’t sell their goods?

4. What did the coyote do when it lited its head toward the moon?

B. Combine the smaller words below to make a compound word.

Use a dictionary to write the meaning o each new word.

5. lone + some =

6. side + walks =




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Comprehension:

Sequence

In a story, the events happen in a certain order or sequence o

events. Words such as before, after, then, and finally are clues to

help you know the order. Understanding the sequence o events

helps you summarize the main events in the story.

Read the passage below. Then answer the questions.

Jessica and her amily moved to Texas. Jessica made a shirt or her brother.

Many people liked the shirt she sewed or her brother. Then Jessica had

an idea to start making more shirts so he could sell them. Jessica hadto convince her brother to help her with the shirts. Beore she got her

brother’s help, she could not keep up with all the work. Finally, Jessica had

enough help to start a shirt business.

1. What happened ater Jessica and her amily moved to Texas?

2. People liked the shirt Jessica made or her brother. What happened next?

3. What happened beore Jessica got her brother’s help?

4. What happened last?




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Comprehension:

Sequence Chart

As you read Boom Town, ill in the Sequence Chart.

How does the inormation you wrote in this Sequence Chart help you

understand the chronological order o events in Boom Town?

Sequence Chart




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Fluency:

Phrasing

As I read, I will pause at commas and stop at periods.

They came by horse and wagon. They came by latboat

10 down rivers. They came with everything they owned. Most19 made the trip west with their parents. Some came alone.

29 From the 1780s to the 1880s, thousands o children

36 moved to the rontier. They started a new lie at the

47 western edge o settled land in the United States.

56 Families moved west or many reasons. Some wanted

64 their own land to start a new lie. Others wanted to ind

76 gold. Still others came or adventure.

82 In 1862, the Homestead Act made moving to the rontier

91 possible or these amilies. They paid the government $18

99 or 160 acres o land. To keep the land, the amily had to

111 build a house on it. Then they had to live in it or at least

126 ive years. 128

Comprehension Check

1. Why did amilies move west? Main Idea and Details

2. What did amilies have to do to keep their land? Main Idea and Details


Errors=

WordsCorrect Score

First Read – =

Second Read – =




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Comprehension:

Cause and Effect

A cause is what makes something happen. An eect is what

happens as a result o a cause. In a story, the plot’s main

events may cause other events.

Read the story, and complete the Cause and Eect chart. Some

boxes have been illed in or you.

When City Park became littered with trash, Jorge knew that he had to

do something. He and his riends couldn’t even play there anymore. During

their next tree-house meeting, Jorge announced his plan.“We’re going to start a clean-the-park project,” Jorge said.

“What do you mean?” asked Daniel.

Krista stood and pumped both ists in the air. “He means that we’re

going to take back City Park!” she shouted.

The next Saturday, the three riends and their parents entered the park with

gloves and garbage bags. When the group’s neighbors saw what was happening,

they joined in the cleanup project. By the end o the day, the cleanup crew had

stued ten bags ull o litter. The park was clean and beautiul.

People loved visiting the park ater that. Sometimes, they even stopped

Jorge while he was playing there to thank him or his great idea.

Cause Eect

Jorge and his friends could notplay at City Park.

Jorge, his friends, and theirparents began to clean up CityPark.




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Text Feature:

Calendar

4VOEBZ

+VMZ

.POEBZ 5VFTEBZ 8FEOFTEBZ 5IVSTEBZ 'SJEBZ 4BUVSEBZ

"DBMFOEBSJTBLJOEPGDIBSUUIBUIFMQTZPVPSHBOJ[FBOELFFQ

USBDLPGJNQPSUBOUEBUFT

6TFUIFJOGPSNBUJPOCFMPXUPGJMMJOUIFDBMFOEBS&OUFSUIFXPSET

JOCPMEGBDFUZQFPOUIFDBMFOEBS

+VMZBOE#VZJOHSFEJFOUTGPSMFNPOBEFTUBOE

+VMZ.BLFQPTUFSTBOETJHOTUPBEWFSUJTFMFNPOBEFTUBOE

+VMZ1VUVQQPTUFSTJOUPXO

+VMZBOE4FMMMFNPOBEFBUUIFDPSOFSPG.BJOBOE

'JSTU4USFFUT

+VMZ$PVOUNPOFZFBSOFEBOEUBLFJUUPUIF CBOL

+VMZ-FBWFGPSGBNJMZWBDBUJPO




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Compound Words

A compound word is made up o two shorter words. Sometimes

combining the meaning o the smaller words can help you igure

out the meaning o the compound word. Other times, you need to

look up the word in a dictionary to ind the meaning.

Underline the compound word in each sentence. Then write its

deinition. Use a dictionary to help you.

1. Anna and her amily traveled by stagecoach to Texas.

2. Anna spent her daytime hours sewing clothing.

3. Anna would use a landmark so she would not get lost while walking to

the store.

4. The blacksmith in town traded some tools or a new shirt.

5. One day a cowboy rode into town and asked Anna to sew him a new

shirt.




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A. Reading Strategy: Ask Questions

Ask questions to understand stories you read. Look in the story or acts

and details to answer the question. Use them as evidence to supportyour answer. Here are three kinds o questions to ask:

Who? What? When? The answers to these questions are right there in the

story.

Why? How? The answers to these questions aren’t in the story. You

use acts and details to fgure out the answer

What was the story’s theme?

Did the author do a good job?

You look at story details and make a decision about

how answer this question.

Write three kinds o questions about the story. Use acts and details rom

the story to answer them. Write your answers on another paper.

1. Question

2. Question

3. Question






Genre

Title

Author

This Text Is About

Reading Strategy/

Reading Log




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Phonics:

Silent Letters

6OEFSMJOFUIFXPSEXJUIUIFTJMFOUDPOTPOBOUTJOFBDITFOUFODF

5IFOXSJUFUIFQBJSPGMFUUFSTJOFBDIXPSEUIBUNBLFVQUIFTJMFOU

DPOTPOBOUT

5IFBVUIPSMJLFTUPXSJUFIFSTUPSJFTBTTIFMJTUFOTUPNVTJD

*LOPXIPXUPQMBZUIFWJPMJO

5IFTJHOXBTQSJOUFEJOUISFFMBOHVBHFT

5IFBVUIPSTàSTUCPPLXBTBCPVUBLOJHIUXIPSFTDVFEBQSJODFTT

GSPNUIFUPXFS

8FFBDIXSPUFMFUUFSTUPUIFBVUIPSUFMMJOHIFSIPXNVDIXF

MJLFEUIFTUPSZ

5IFHOBUXBTCV[[JOHBSPVOENZGBDF

8FIBEUPUJFBLOPUJOUIFSPQFTPUIFCPBUXPVMEOUESJGU

BXBZ

*IBEUPXSBQUIFCPPL*XBTHJWJOHNZGSJFOETPIFXPVMEOULOPX

XIBUJUXBT

4PNFXPSETIBWFTJMFOUDPOTPOBOUT5IFZBSFVTVBMMZQBSU

PGBQBJSPGDPOTPOBOUT5IFGJSTUDPOTPOBOUJOUIFDPOTPOBOU

QBUUFSOTXSLOBOE HOJTTJMFOU

'PSFYBNQMFXSPOHLOJGFBOE HOBX BMMIBWFTJMFOU

DPOTPOBOUTBUUIFCFHJOOJOHPGUIFXPSE

Home-Grown ButterfliesGrade 3/Unit 2




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Vocabulary

Read each clue. Then ill in the crossword puzzle with the

correct word rom the box.

disappear protect harming

supply capture enclosure

Across

1. causing injury

4. to catch or get hold o

5. to go away completely

Down

2. to keep rom harm

3. a structure that keeps things

closed in

6. an amount available or use




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Comprehension:

Draw Conclusions

A conclusion is an answer based on inormation.

You can draw conclusions based on relevant details in a story

or a passage. Then support your conclusion with details rom

the text.

Draw your conclusions about the story below by answering each

question.

At a recent neighborhood meeting, people talked about planting a

vegetable garden. There was a vacant lot nearby, but it was illed withgarbage. Ivan raised his hand and said, “I have a great idea, but it will take

a lot o work.” That was it! The next Saturday, we all got to work.

Ivan took charge. He asked people what they wanted to do. Then he

helped them get started. Some people cleared garbage rom the vacant

lot. Other people loaded garbage bags onto a truck. Everyone worked hard.

We were all tired at the end o the day, but the lot looked great. Now we

were ready or the next step.

1. What do you think was Ivan’s “great idea”? How do you know?

2. How does the community eel about planting a garden? What details

helped you draw this conclusion?




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Comprehension:

Conclusion Map

"TZPVSFBE)PNF(SPXO#VUUFSGMJFTGJMMJOUIF$PODMVTJPO.BQ

)PXEPFTUIFJOGPSNBUJPOZPVXSPUFJOUIJT$PODMVTJPO.BQIFMQZPV

VOEFSTUBOEJNQPSUBOUEFUBJMTJO)PNF(SPXO#VUUFSGMJFT

Detail

Detail

Detail

Conclusion




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Fluency:

Rate


Purple loosestrie has been around a long time. It is a

11 native plant in Europe and Asia. The plant did not become22 a pest in those places. It didn’t grow out o control as it has

36 here. In act, some people thought it was a helpul herb.

47 They used it as a medicine. How did it get rom there to

60 here?

61 Purple loosestrie came to North America in the 1800s,

69 but no one is sure how it traveled. Could seeds have been

81 carried across the sea in ships?

87 Many people believe a supply o seeds arrived in the

97 baggage o new immigrants. They planted the seeds in

106 their new gardens. The purple lowers may have reminded

115 them o home.

118 Purple loosestrie did not grow out o control in Europe

128 and Asia. It did not kill its plant neighbors. Why? The

139 answer is simple. Purple loosestrie had natural enemies

147 in its homeland. 150

Comprehension Check

1. How was purple loosestrie controlled in Asia and Europe? Problem and

Solution

2. What might be a good way to control loosestrie in America? Problem

and Solution


Errors=

WordsCorrect Score

First Read – =

Second Read – =




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67

Comprehension:

Draw Conclusions

A conclusion is what you understand ater you have thought

about an idea. You can draw conclusions about what you read.

Use clues rom the text as evidence, or support, when you draw

a conclusion.

Read the passage. Then draw conclusions by answering the

questions.

Honeybees are the only insects that make a ood that we eat. The ood

that they make is honey. People use honey to make things taste sweet. Ahoneybee makes honey by collecting pollen rom a lower. The honeybee

also pollinates the lower. This means that the lower can grow a seed or a

ruit. Apples, melons, and cherries all need honeybees to help them grow.

I there were no honeybees, we wouldn’t have honey. We also wouldn’t

have many o the ruits that we like to eat.

1. Given the inormation in this passage, do you think that honeybees are

important? Why or why not?

2. What are two sentences in the passage that support your conclusion?




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Literary Element:

Personification and

Assonance

Personiication and assonance are literary devices that poets

use to create pleasing images and sounds. Personiication

gives human characteristics to animals or things. It helps you

picture the animal or thing. Assonance is the repetition o the

same or similar vowel sounds in a series o words grouped

closely together. Assonance appeals to the senses.

Read the poem. Then answer the questions.

One day a girl went walking

And stepped into a store;

She bought a pound o sausages

Then set them on the loor.

The girl began to whistle

A merry little tune;

Soon the sausages jumped up

And danced around the room.

1. What three words create assonance in the frst stanza?

2. What two words create assonance in the second stanza?

3. What lines in the poem show personifcation?




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Context Clues

Some words have more than one meaning. To igure out

the correct meaning in a sentence, look or context clues. The

correct meaning depends on the way the word is used in the

sentence.

Look at the word duck in each sentence. Underline the context

clues that help you ind its meaning. Write the meaning on the line.

duck (duk) Noun 1. A water bird that has a broad, lat bill and webbedeet that help it to swim. There are both wild and tame ducks. Tame

ducks are oten raised or ood.

Verb 1. to lower the head or bend down quickly: The batter ducked

to keep from being hit by the ball. 2. to avoid; evade: I ducked the

embarrassing question by bringing up another subject .

1. We can hide rom my brother i you duck under the table as soon asyou see him.

Duck means

2. The duck used his webbed eet to swim across the lake.

Duck means

3. Did you duck when all the butteries ew over your head?

Duck means




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Ask questions to understand texts you read. Look in the text or acts and

details to answer the question. Use them as evidence to support youranswer. Here are three kinds o questions to ask:

Who? What? When? The answers to these questions are right there in

the text.

Why? How? The answers to these questions aren’t in the text. You

use text acts and details to fgure out the answer

What was the author’s purpose?


You look at text details and make a decision about


Write three kinds o questions about the text. Find and use acts and

details rom the text to answer them. Write your answers on another paper.

1. Question

2. Question

3. Question






Genre

Title

Author

This Text Is About

Reading Strategy/

Reading Log




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Read each word. Underline the three-letter blend in each word.

Then use the word in a sentence.

1. strong

2. three

3. scrape

4. sprout

5. throne

When three consonants with dierent sounds come together in

a word, they orm a three-letter blend. They oten appear at the

beginning o a word. Blending the individual sounds will help

you read the word.

Say each o these words: stream, scrap, spread, throw .

Phonics:

Three-Letter Blends

Go West! • Grade 3/Unit 2




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culture communities immigrants established traditional

1. In Texas, there are many dierent types o neighborhoods.

2. Newcomers moved to Texas rom around the world.

3. They started new businesses and learned new skills.

4. To keep rom eeling homesick, the newcomers tried to do things in their

usual ways.

5. They brought their belies and traditions with them.

A. Write a vocabulary word rom the box that means almost the

same as the underlined word or words in each sentence. Then

use the clues in the sentence to write the deinition o the

vocabulary word. Check your deinitions with a dictionary.

Vocabulary




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Comprehension:

Main Idea and Details

The main idea o a paragraph or section is what it is mostly

about. Details give more inormation about the main idea. To

igure out the main idea, look at the main details. Decide whatthey have in common.

Read the passage. Then answer the questions below. Then ind

the sentence that states the main idea.

Texas, like other states, has many cities that are made up o many

dierent communities. Each community is special in its own way.

Communities are dierent rom one another because o the people

who live in them. In many communities, people have come rom other

countries. They practice their culture and do things in their traditional

ways. Oten, people move to a community or its schools.

1. What two important details have something in common?

2. Which detail doesn’t tell about the main idea?

3. What is the main idea?




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Comprehension:


Chart

As you read Go West!, ill in the Main Idea and Details Chart.

How does the inormation you wrote on the Main Idea and Details Chart

help you summarize Go West!?

Detail

Detail

Detail

Main Idea




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As I read, I will pay attention to my pronunciation and phrasing.

There are many predictions about the uture o

8 computers. Most people agree that progress will be made17 in the way computers look and in the way people will use

29 them.

30 Some experts think that handheld computers will take

38 the place o books. Others think we’ll have computers we

48 can wear. Some may hook onto your eyeglasses. This would

58 help pilots. They will be able to look at the sky and see

71 their gauges at the same time. Computers sewn in jackets

81 will let people keep track o their heart rate.

90 Computer screens that show 3-D images are predicted,

98 too. This will make game-playing ar more exciting. 106

Comprehension Check

1. What is the main idea o this selection? Main Idea and Details

2. How do you think computers will help in the uture? Draw Conclusions


Errors=

WordsCorrect Score

First Read – =

Second Read – =

Fluency:

Pronunciation and

Phrasing




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Comprehension:

Draw Conclusions

A conclusion is what you understand ater you have thought about

an idea. You can draw conclusions about what you read. Use clues

rom the text as evidence, or support, when you draw a conclusion.

Read the passage, and complete the chart. Write three clues

rom the text and the conclusion that you draw rom those clues.

One interesting act about Texas concerns its land. In south Texas and

in the panhandle, there are plains. Plains are lat land usually covered

with grass. Prairies are also covered with grass, but they can have hills,too. Prairies are ound in north and central Texas. Texas Hill Country,

in the middle o the state, has hills and plateaus. A plateau is a high, lat

landorm. East Texas is home to a thick orest o pine trees. The Gul

Coast is an area o beaches and wetlands along the Gul o Mexico.

Clue

Clue

Clue

Conclusion




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There are parts at the beginning and end o a book that can help

you ind inormation you need quickly. The dierent parts o a

book include

title title page table o contents

preace chapter titles headings

subheadings index glossary

Answer each question below by writing the name o the book part

or parts.

1. Where would you look to fnd out the pages that have inormation on a

specifc topic?

2. Which parts o a book are usually printed in bold or colored type?

3. Where might you fnd a short introduction to the book?

4. Where can you fnd the meaning o a difcult word?

5. Which part o a book lists the chapter titles, other book parts, and page

numbers?

6. Which part o a book contains the title, the author’s name, and the

illustrator’s name?

Study Skill:

Parts of a Book




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Vocabulary Strategy

Antonyms

Antonyms are words with opposite meanings. Sometimes,

knowing the opposite o an unknown word can help you igure

out the meaning o the new word. You can ind antonyms

listed in a thesaurus. Sometimes the abbreviation ant is

written beore antonyms. Sometimes antonyms are printed in

a dierent kind o type.

A. Read the thesaurus entry or the word ancient . Then answer

the questions below.

Thesaurus

ancient 1. very old, elderly 2. rom early times 3. old-ashioned

ant: young, modern, new

1. What is an antonym or young?

2. What antonyms or ancient are listed in the thesaurus?

B. Choose an antonym to complete each sentence.

enormous happy modern

3. The ant is small but its bravery is .

4. Today I’m sad but yesterday I was .

5. The building was ancient, but the urniture was .




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Reading Strategy/

Reading Log


Ask questions to understand texts you read. Look in the text or acts and

details to answer the question. Use them as evidence to support youranswer. Here are three kinds o questions to ask:


the text.

Why? How? The answers to these questions aren’t in the text. You

use text acts and details to fgure out the answer

What was the author’s purpose?


You look at text details and make a decision about




1. Question

2. Question

3. Question






Genre

Title

Author

This Text Is About




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Phonics:

Digraphs

3FBEUIFXPSETJOUIFCPY6OEFSMJOFUIFXPSETUIBUIBWFUIF

EJHSBQIDIPSUDI$IPPTFBXPSEGSPNUIFCPYUPBOTXFSFBDIRVFTUJPO8SJUFUIFXPSE6OEFSMJOFUIFMFUUFSTUIBUTUBOEGPSUIF

EJHSBQITDIPSUDI

4PNFUJNFTUXPPSUISFFDPOTPOBOUTDPNCJOFETUBOEGPSPOF

TPVOE5IFTFDPOTPOBOUTQFMMJOHTBSFDBMMFEEJHSBQIT

:PVNBZTFFUIFMFUUFSTDIBUUIFCFHJOOJOHNJEEMFPSFOEPGB

XPSE4BZFBDIPGUIFTFXPSETBMPVE DIBSHFNVODIJOHCFODI

:PVNBZTFFUIFMFUUFSTUDIBUUIFNJEEMFPSFOEPGBXPSE4BZ

UIFTFXPSETBMPVETUSFUDINBUDIJOH

8IJDIUFMMTUIFUJNF

8IJDIMBZTBOFHH

8IPJOTUSVDUTUIFDMBTT

8IJDIJTDPWFSFEJOTBOE

8IJDINFMUTPOQJ[[B

8IJDIJTQVUPWFSBIPMFJOZPVSTIJSU

DIJDLFO GJTI QBUDI DIJNOFZ

TUFN ODI EVDL DIFFTF XBUDI

UFBDIFS TIFMM QMBUF CFBDI HMBTT

Here’s My Dollar • Grade 3/Unit 2




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Vocabulary

.ZGSJFOEBOE*HPUPBTIFMUFSUPIFMQGFFEUIFIPNFMFTT8FBSF

BGUFSTDIPPMBOEPOUIFXFFLFOE&WFSZEBZXF

USBWFMUISPVHIBOE UIFTIFMUFSUPNBLFTVSFFWFSZPOF

HFUTFOPVHIUPFBU8FCFMJFWFUIBUUIFIPNFMFTT UP

FOKPZBIFBMUIZNFBM"MMPGUIFWPMVOUFFSTBSF BOE

FYDJUFEXIFOUIFZLOPXUIFZIBWFNBEFBEJGGFSFODF"HPPENPUUPPS

GPSUIFWPMVOUFFSTJTi&WFSZMJUUMFCJUIFMQTu

3FBEUIFQBSBHSBQI'JMMJOUIFCMBOLTXJUIBWPDBCVMBSZXPSE

GSPNUIFCPY

.ZGSJFOETBOE*BSF BUUIFDJUZGPPECBOL

8FXFSF XIFOXFGPVOEPVUXFXFSFUBLJOHBàFME

USJQUPUIF[PP

.ZGBWPSJUFQBSUPGUIFWJTJUXBTB PGUIFSFQUJMFIPVTF

"HPPENPUUPPS JTi&WFSZMJUUMFCJUIFMQTu

&WFSZPOFUIJOLTUIBUUIF[PPBOJNBMT BTBGFQMBDF

UPMJWF

$PNQMFUFFBDITFOUFODFXJUIUIFWPDBCVMBSZXPSEUIBUNBLFT

UIFNPTUTFOTF

EFTFSWF WPMVOUFFST UPVS

TMPHBO UISJMMFE




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Comprehension:

State Author’s

Purpose

Authors write or three main reasons: to entertain, to inorm, or

to persuade. To identiy an author’s stated purpose, ind the

important details. Decide what the details have in common.

Then ind the sentence that states the author’s purpose.

Read the ollowing passages. Look at the details. Find what

they have in common. Then write the sentence that states the

author’s purpose.

1. Animals do not eat the same ood as humans, so some zoos sell ood

that you can eed to the animals. This ood is part o their diet and is

healthy or them. All animals need a proper diet to thrive.

The sentence that states the author’s purpose:

2. Keep our zoos and nature parks clean. Use the trash cans that are

placed throughout the parks. Animals can cut themselves on soda cans.

Their necks can get caught in plastic rings. They can swallow objectsthat make them choke. We need everyone’s help. We all lose i we don’t

protect our animals.


3. My class wanted to help out the community. We planted a vegetable

garden in an empty lot near our school. We grew tomatoes, beans, andsquash. We gave all the vegetables to a local ood bank.





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Details

As you read Here’s My Dollar , ill in the Author’s Purpose Chart.

How does the inormation you wrote in this Author’s Purpose Chart help you

monitor comprehension in Here’s My Dollar ?

Author’s Purpose

Comprehension:

Author’s Purpose

Chart




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Fluency:

Rate


All playgrounds should be sae. But some o them are

10 not. Sometimes playground equipment breaks down. And17 a broken piece o equipment can be dangerous. Sometimes

26 there are holes in the ground where children can trip and

37 all. Kids, and even grownups, don’t always recognize these

46 dangers.

47 One nine-year-old girl did spot dangers on a playground,

56 and she decided to take action. She came up with a

67 wonderul plan or making the playground sae. She’s

75 Devan Hickey, a un-loving girl who lives in Bryan, Ohio.

85 First Devan got all her acts together. Then she reported

95 her plan to a group o people in her community who could

107 help her. She also asked amily and riends to help out. She

119 didn’t give up until the playground was sae. Read her

129 story. 130

Comprehension Check

1. How do playgrounds become unsae? Main Idea and Details

2. What steps did Devan ollow to make a playground saer? Chronological

Order


Errors=

WordsCorrect Score

First Read – =

Second Read – =




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Comprehension:

Persuasive Language

Authors write to inorm, to entertain, or to persuade. When you

read persuasive writing, determine what the author wishes to

persuade you to think or to do. In persuasive writing, authors

use persuasive language to inluence readers to agree with

their point o view.

Read the passages below. Then answer the questions.

1. It’s time or all students at Greenview Elementary to keep our school clean.

Too many kids throw trash on the loor. Last week, I saw a kid drop hisnotebook. Papers blew all over the play area. No one bothered to pick up

those papers. It’s the same with the caeteria. Too oten, ood wrappers

litter the loor.

It’s up to all o us to pick up trash when we see it. It’s our school, and

we have a part to play in keeping it clean.

• What does the author want readers to think or do?

2. School uniorms are a good idea, and should be required here at Horace

Mann Elementary. Students would take less time getting ready in the

morning. That means that more students would arrive on time. Students

wouldn’t be pressured to wear the “right” clothes. Parents would like school

uniorms or the cost savings. It’s time to make a school rule about uniorms.

• What does the author want readers to think or do?




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Literary Element:

Rhyme Scheme and

Repetition

A rhyme scheme is the pattern o rhymes in a poem. In many

poems there is repetition, or repeated words or phrases. A

repeated line or lines in a poem is called a rerain.

Read the poem. Underline the rhyming words and circle the rerain.

Draw a square around words or phrases that show repetition.

Harbor

Down at the harbor

I did see,A little gray mouse

as risky as can be.

He scampered aboard a tugboat

and pulled a ship to sea.

He skittered aboard a motorboat

and helped the skiers ski.

He scuttled onto a ishing boatand set the dolphins ree.

Down at the harbor

I did see,

A little gray mouse

As risky as can be.

The rhyme scheme o this poem is ormed by rhyming the words in which

lines?




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Vocabulary Strategy

Context Clues:

Examples

When you are reading, you will sometimes come across an

unknown word. You can oten igure out its meaning by looking

at context clues, the words and phrases around it. Some

context clues will contain examples o the unamiliar word.

Examples are one kind o context clue. These are words or

phrases that are examples o the unknown word. Robins and

parrots are examples o birds.

Circle the example clues that help you understand each

underlined word. Then write a possible deinition or theunderlined word.

1. The group was made up o people o all occupations, including lawyers,

physical therapists, and hairdressers.

Meaning:

2. My best riend has two siblings, but I have our: two brothers and twosisters.

Meaning:

3. From our window we could see many structures such as bridges,

skyscrapers, and docks.

Meaning:

4. Every cello, clarinet, trombone, and violin in the orchestra sounded

beautiul during the show.

Meaning:




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Asking questions can help you understand what you read. Some

questions help you think about what a text or story means. Choose a textor story that you are reading this week, and complete the chart.





log to talk to others about what you read.Genre

Title

Author

This Text Is About

Reading Strategy/

Reading Log

Record an event or idea from the text or story.

Write a question about its meaning.

Answer the question.

Support your answer with text facts and details.




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Contractions are made when two words are put together in

a shortened orm. One or more letters are taken out to orm

a contraction. An apostrophe is used to take the place o the

missing letter or letters.

A. Write the contraction rom the box or each pair o words.

1. do not 2. she is

3. we will 4. have not

5. we are 6. could not

B. Underline the contraction in each sentence. Then write the

two words that make up the contraction.

7. We’d like you to visit our grandparents with us.

8. They’re building a new house in the country.

9. Since it isn’t ready yet, they sleep in the old cabin.

10. They haven’t hooked up electricity in the cabin.

Phonics:

Contractions with

Pronouns and Verbs

haven’t don’t we’ll we’re couldn’t she’s

A Castle on Viola StreetGrade 3/Unit 2



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Phonics:

Contractions with

Pronouns and Verbs

"DPOUSBDUJPOJTNBEFXIFOUXPXPSETBSFQVUUPHFUIFSUP

NBLFBTIPSUFSXPSE0OFPSNPSFMFUUFSTBSFUBLFOPVU5IFO

BOBQPTUSPQIFUBLFTUIFQMBDFPGUIFNJTTJOHMFUUFST 'PS'PS

FYBNQMFUIFXPSETEPBOEOPU CFDPNFEPOU

" *EFOUJGZUIFDPOUSBDUJPOT%SBXBMJOFGSPNFBDIDPOUSBDUJPOUP

UIFXPSETUIBUIBWFUIFTBNFNFBOJOH

ZPVSF TIF JT

*N * XJMMTIFT * BN

JTOU DBOOPU

DBOU ZPV BSF

*MM JT OPU

# *EFOUJGZBOEDJSDMFUIFDPOUSBDUJPOTJOUIFCPY

6TFDPOUSBDUJPOTUPDPNQMFUFUIFQBTTBHF

$BQJUBMJ[FBDPOUSBDUJPOXIFOJUCFHJOTBTFOUFODF

Look, William!

waving o us rom across the street.wait o cross until the ign changes to “walk.”

That way, we cause an accident.

IFT XPOU UIFSFT XFMM

IFJT XJMMOPU UIFSFJT XFXJMM




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Phonics:

Contractions with

Pronouns and Verbs

"DPOUSBDUJPOJTNBEFXIFOUXPXPSETBSFQVUUPHFUIFSUP

NBLFBTIPSUFSXPSE0OFPSNPSFMFUUFSTBSFUBLFOPVU5IFO

BOBQPTUSPQIFUBLFTUIFQMBDFPGUIFNJTTJOHMFUUFST

":PVDBONBLFDPOUSBDUJPOTCZDPNCJOJOH OPU BOEJTXJUI

TPNFXPSET8SJUFUIFDPOUSBDUJPOTGPSNFECZBEEJOHOPU PS

JTUPBOPUIFSXPSE8BUDIGPSTQFMMJOHDIBOHFT

JTOPU JTXIPT

XPVMEOPU JTIFSFT

EPOPU XJMMOPU

#3FBEFBDIDPOUSBDUJPOCFMPX5IFOXSJUFUIFUXPXPSETUIBU

DSFBUFFBDIDPOUSBDUJPO

TIPVMEOU XIBUT

JUT DBOU

$6TFUIFDPOUSBDUJPOTJOUIFCPYUPDPNQMFUFUIFQBTTBHF%POU

GPSHFUUPDBQJUBMJ[FBDPOUSBDUJPOXIFOJUCFHJOTBTFOUFODF

My parents come to my soccer game tomorrow.

going to my sister’s play. be

really upset i they go.

UIFZSF EJEOU TIFE DBOU




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Phonics:

Contractions with

Pronouns and Verbs

A contraction is made when two words are put together to

make a shorter word. One or more letters are taken out. Then

an apostrophe takes the place o the missing letters.

A. Identiy the contraction in each sentence. Write the two words

that can be made rom the underlined words.

1. Sheri won’t be going to dance class today.

2. I’m so happy that you came to our party!

3. We’re going to basketball practice.

4. He’d rather play outside than watch television.

5. You shouldn’t eat too many sweets.

B. Identiy and underline the contraction in each sentence. Circle

the word pair that makes the contraction.

6. Let’s go or a bike ride ater school.

Let is Let us

7. We should’ve remembered to lock the door.

should have should not

8. Haven’t we been waiting a long time?

has not have not

9. I’d like to see the play with you.I will I would




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Phonics:

Contractions with

Pronouns and Verbs

A contraction is made when two words are put together to

make a shorter word. One or more letters are taken out. Then

an apostrophe takes the place o the missing letters.

A. Circle the letter or letters in each word pair that are taken

away when you make a contraction. Then write the correct

contraction on the line.

1. he is 2. are not

3. that is 4. it will

5. I will 6. who is

B. Use the contractions in each box to complete each passage.

Don’t orget to capitalize a contraction when it begins a

sentence.

“ my birthday next week, and

having a party,” said Julia to Henry. “Do you think

like to come?”

“ love to come,” said Henry.

I wait to buy my new bike.

saved money all year to buy it. have enough money

saved in one more week. be so much un riding it!

you’d it’s I’d I’m

I’ve can’t it’ll I’ll





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96



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1. New are usually quieter than older washers and

dishwashers.

2. The pipe dripped all over the bathroom oor.

3. My cousins are the new o the house across

the street.

4. It will take a year o to complete the new buildings.

5. We needed large to fnish building the house.

6. It was a very big , and we all worked hard on it.

B. Choose our vocabulary words. Write a sentence or each word.

7.

8.

9.

10.

A. Fill in the blank with the word rom the box that best

completes each sentence.

leaky owners equipment

project construction appliances

Vocabulary




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Read the passage. Answer the questions that ollow.

Carrie was invited to a costume party, but she did not have a costume.

She called her Aunt Harriet. She told Carrie to come right over. Aunt

Harriet had dozens o costumes. In act, she had a huge collection because

she saved every costume she had ever worn to a party. She still hadcostumes that she had worn in high school! Aunt Harriet was sure Carrie

would ind something to wear. She was right!

1. What are the important details in this passage?

2. Put a check next to the theme o the passage.

Aunt Harriet enjoys hearing rom Carrie.

Never throw anything away; it may be worth a lot o money.

Being resourceul pays o.

3. Was the theme stated or unstated?

A theme in a story is the author’s message. The theme is not

always stated. Readers can identiy the theme by recording

important details and then iguring out what message they send.

Comprehension:

Theme




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"TZPVSFBE "$BTUMFPO7JPMB4USFFUGJMMJOUIF5IFNF.BQ

Detail

Detail

Detail

Theme

)PXEPFTUIFJOGPSNBUJPOZPVXSPUFJOUIJT5IFNF.BQIFMQZPV

VOEFSTUBOEUIFJNQPSUBOUNFTTBHFJO "$BTUMFPO7JPMB4USFFU

Comprehension:

Theme Map




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As I read, I will pay attention to phrasing and punctuation.

Aunt Claire was the owner o a store called The Junque

11 Shoppe. That was a ancy way o saying that she sold junk.23 Some o the things in the store were antiques, but others

34 were just old.

37 Aunt Claire did give good presents, though.

44 This time she had a pretty box illed with old beads or

56 Susan. For our-year-old Emma she had a stued alligator.

65 The minute Emma saw the alligator she orgot all about

75 saying goodbye to her mom and dad. “Fluy can sit on my

87 bed,” she announced.

90 “Fluy isn’t a good name or an alligator,” Susan said.

100 “Don’t upset your sister,” her mom warned.

107 Susan rolled her eyes. She was just trying to be helpul.

118 Mom and dad inally said their goodbyes and let. Ater

128 dinner, Emma sat down to watch a video about dinosaurs.

138 Susan looked at her beads. 143

Comprehension Check

1. How does Emma eel about her stued alligator? Plot

2. Why does Susan think the name Fluy is not a good name or an

alligator? Plot


Errors=

WordsCorrect Score

First Read – =

Second Read – =

Fluency:

Phrasing




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1. What do you predict that this passage will be about?

Now read the passage, and answer the questions that ollow.

On the Move: The Lives of Hunter-Gatherers

Thousands o years ago, hunter-gatherers lived in the area that is now

southwest Texas. Hunter-gatherers are people who get ood by hunting

animals and gathering plant parts. These hunter-gatherers had to move

rom place to place to ind new animals to hunt and new plants to eat.

2. Who are hunter-gatherers? What text eature helped you locate the

answer?

3. Was your prediction correct? Support your answer with ideas rom the

passage.

When you make a prediction, you use a text’s title, pictures,

key words, and other text clues to make a guess about the text.

As you continue reading, you can conirm your prediction, or

ind out whether you were right.

Comprehension:

Make and Confirm

Predictions

Read the title o the passage, and answer the question.




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5FYUCPPLTPGUFOIBWFTQFDJBMGFBUVSFTUPIFMQZPVVOEFSTUBOE

XIBUZPVBSFSFBEJOH"OJOUSPEVDUJPOQSFQBSFTSFBEFSTGPSXIBU

UIFZBSFBCPVUUPSFBE)FBEJOHTBOELFZXPSETUFMMBCPVUUIF

UPQJD#PMEGBDFUZQFIJHIMJHIUTJNQPSUBOUWPDBCVMBSZ$BQUJPOT

HJWFJOGPSNBUJPOBCPVUQIPUPHSBQIT5FYUGFBUVSFTIFMQZPV

NBLFBOEDPOGJSNQSFEJDUJPOTBOEMPDBUFJOGPSNBUJPO

Text Feature:

Features in a Textbook

"OTXFSUIFRVFTUJPOTBCPVUUIFQBTTBHF

8IBUJTUIFUJUMF8IBUJTUIFIFBEJOH8IBUEPZPVQSFEJDUUIJTBSUJDMF

XJMMCFBCPVU

Foods Around the World

Some oods have dierent names in dierent countries. Think about

your avorite oods at home. You may be surprised to learn what they are

called in other countries.Confusing Food Naes

A biscuit in England is not the same as a biscuit in America. A biscuit

in England is called a cookie in the United States. In England a pie is called

flan, rench ries are called chips, and potato chips are called crisps.

/BNFUIFGFBUVSFUIBUXPVMEGPMMPXBQJDUVSFPGBCJTDVJU

8IBUXPSETBSFJOCPMEGBDFUZQF8IZ

8BTZPVSQSFEJDUJPODPSSFDU




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103

"3FBEFBDITFOUFODF6OEFSMJOFUIFDPOUFYUDMVFTUIBUIFMQZPV

GJHVSFPVUUIFNFBOJOHPGUIFCPMEGBDFXPSE

8FXBOUUPàYVQPVSIPVTF*UXJMMUBLFUIFXPSLFSTBZFBSUP SFOPWBUF

UIFTFDPOEáPPS

"GUFSUIFQMVNCFSDBNFUPàYUIFCBUISPPNIFGFMUIFMQMFTT)FXBT

GSVTUSBUFECFDBVTFIFDPVMEOUTUBSUUIFKPC

5IFOFJHICPSTBSFBHBJOTUUIFDPOTUSVDUJPO5IFZPQQPTFBMMUIFEJSU

BOEOPJTF

5IFCVJMEJOHNBOBHFSDBNFEJTHVJTFEBTBXPSLFS/PPOFLOFXIF

XBTUIFSF

5IFPXOFSTXFSFFDTUBUJD5IFZKVNQFEGPSKPZXIFOUIFZHPUUIFLFZUP

UIFJSOFXIPVTF

8IFOZPVSFBEBOVOGBNJMJBSXPSEVTJOHUIFXPSETBSPVOEJUDBO

PGUFOIFMQZPVGJHVSFPVUJUTNFBOJOH5IFTFXPSETBSFQBSBHSBQI

DMVFTBOEDBOCFTZOPOZNTBOUPOZNTPSFYBNQMFT


Paragraph Clues




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104





the story.

Why? How? The answers to these questions aren’t in the story.

You use acts and details to fgure out the answer

What was the story’s theme?


You look at story details and make a decision about




1. Question

2. Question

3. Question






Genre

Title

Author

This Text Is About

Reading Strategy/

Reading Log




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105

Phonics:

r -Controlled Vowels

er , ir , ur

When a vowel is ollowed by r , the r changes the vowel’s sound.

When the vowels e, i , and u are ollowed by r , the sound is

usually /ûr/ as in shirt .

Underline the word in each sentence that ollows the r -controlled

vowel spellings. Then circle the letters o the word that make the /ûr/

sound.

1. When my room is dirty, my mom makes me clean it beore I can play

outside.

2. I am usually the frst to wake up in the morning. I like to read beore the

house gets too noisy.

3. Sarah can always fnd my wallet in my purse when she needs the keys.

4. My dad likes to burn wood when it gets cold outside.

5. In science class, we ound out how to sneeze without spreading germs.

6. The letter a is a vowel.

7. What was the girl doing with the box o crayons?

8. We are not supposed to use the red marker.

Author: A True Story • Grade 3/Unit 3




Step


UIFXPSE

Step2

ESPXFIUGPEOFFIUUBTFYJGGVTTUSBQESPXSPGLPP-

Step



Step


Step

5





Use the decoding strategy. It will help you make sure

that you are decoding words correctly.

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Name Phonics:

Word Study




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107

1. A snow shovel is the most tool or clearing snow

o a sidewalk.

2. The ballet dancer moved graceully across

the stage.

3. The writer was thrilled when he received a letter o

or his poem.

4. Breakast is my avorite meal.

5. We were careul to use manners at the table.

6. Our grew as we waited or the author’s plane

to land.

B. Write the deinitions or the ollowing vocabulary words.

7. acceptance

8. talented

9. excitement

10. proper

A. Use the vocabulary words to complete each sentence below.

proper talented useul single excitement acceptance

Vocabulary




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108

Comprehension:

Author’s Purpose

Read each passage. Underline the important details. Write the

sentence that states the author’s purpose. Then choose whether

the purpose is to inorm, persuade, or entertain.

Writing is my avorite thing to do when I get home rom school. You

should deinitely try it. Ater school, go home and just write about yourthoughts or the day. Who knows, maybe your thoughts will turn into a story!

1. Stated purpose:

2. The author’s purpose is to:

a. persuade b. entertain c. inorm

Getting a book published is a long process. You have to write your story

and then send it to a publisher. The publisher will decide i they like thestory you wrote and then will publish it. Sometimes publishers do not like

the story and you have to start the process over again.

3. Stated purpose:



The unniest thing happened to me. A cat in a tiny airplane lew overmy head. I chased the plane and it landed in someone’s backyard. Then I

noticed that a boy with a remote was lying the plane. The cat was not real!

5. Stated purpose:



Authors write to entertain, or tell a good story, to inorm, or give

acts, or to persuade, or convince. To ind the author’s stated

purpose, look at the details. Find what they have in common.

Then look or the sentence that states the author’s purpose.




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109

Comprehension:

Author’s Purpose

Chart

Details

Author’s Purpose

As you read Author: A True Story , ill in the Author’s Purpose Chart.

How does the inormation you wrote in the Author’s Purpose Chart help you

generate questions about Author: A True Story ?




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Fluency:

Phrasing


Elwyn Brooks White was born on July 11, 1899. He

10 was the baby in his amily. He had three sisters and two22 brothers. His brother Stanley taught him to read beore

31 he even started school.

35 All six White children learned music. Ater dinner, the

44 Whites played music together.

48 They also did their homework. Mr. and Mrs. White had

58 been too poor to stay in school. But they wanted their

69 children to get a good education.

75 The Whites lived in Mount Vernon, a city near New

85 York City. Mount Vernon was more like a rural town in

96 those days. A boy could still ind many wild animals.

106 White always had a dog and lots o other pets. 116

Comprehension Check

1. What kind o amily were the Whites? Make Inerences

2. How did Mr. and Mrs. White eel about school? Make Inerences


Errors=

WordsCorrect Score

First Read – =

Second Read – =




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111

Comprehension:

Biography and

Autobiography

Biographies and autobiographies are texts that tell about

someone’s lie. A biography is written by someone other than

the subject. It is written rom the third-person point o view. An

autobiography is written by the subject. It is written rom the

irst-person point o view.

Read each passage. Then answer the questions.

1. My name is Pete. I like to cook. One day, I wanted to make a treat

or my classmates. I made little sandwiches in the shape o our schoolmascot—a bear. My mom helped me use a bear-shaped cookie cutter to cut

the sandwiches. Everyone was excited when they saw sandwiches shaped

like the Brown School Bears!

• From what point o view is this passage written?

• Is this passage a biography or an autobiography? How do you know?

2. George Washington Carver is an important person in the history o

U.S. agriculture. While he was working at a school in Alabama, Carver

studied ways that armers could grow better crops. He did experiments to

ind out how to make soil healthier. He also invented new products that

could be made rom plants grown on arms.

• From what point o view is this passage written?

• Is this passage a biography or an autobiography? How do you know?




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112

Literary Element:

Onomatopoeia,

Rhythm

A. Use the examples o onomatopoeia in the box to describe

each phrase below. Some words will not be used at all.

1. something breaks as it alls to the oor

2. something explodes

3. a swarm o bees

4. tires stopping quickly

B. Write a couplet, a poem with two lines. Use at least one

example o onomatopoeia in your poem. Read your poem

aloud and listen or the rhythm. Then underline the stressedsyllables in each line.

Onomatopoeia is the use o a word that is spelled to mimic

the sound it describes. For example, the words honk and

beep describe the sounds o a horn; splash is the sound water

makes.

Rhythm is the sound pattern o a poem. Some syllables

are stressed, or said with more strength. The stressed and

unstressed syllables give the poem its rhythm. The stressed

syllables are in dark print in the examples below.

Example: Roses are red. Violets are blue.

screech crash squeak buzz sizzle boom




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Context Clues:

Word Clues

3FBEUIFTFOUFODFTCFMPX6OEFSMJOFUIFDPOUFYUDMVFTUIBUIFMQZPV

GJHVSFPVUUIFNFBOJOHPGUIFVOEFSMJOFEXPSET8SJUFUIFNFBOJOHPGUIFVOEFSMJOFEXPSEPOUIFMJOF

8FXBJUFEJOMJOFUPHFUBOBVUPHSBQI5IFXSJUFSTBUBUBTNBMMUBCMF

TJHOJOHDPQJFTPGIFSCPPL

BVUPHSBQINFBOT

5IFJMMVTUSBUPSPGUIFCPPLXBTOFBSMZBTGBNPVTBTUIFBVUIPS)FXBT

LOPXOGPSIJTEFUBJMFEQFOBOEJOLESBXJOHT

JMMVTUSBUPSNFBOT

*TFOUNZDPNQMFUFECPPLUPBQVCMJTIFS5IFQVCMJTIFSEFDJEFEUPQSJOU

NZCPPL

QVCMJTIFSNFBOT

5IFàSFXPSLTRVJDLMZà[[MFEPVU5IFSBJONBEFJUIBSEGPSUIFNUPCVSO

à[[MFENFBOT

5IFBVUIPSXBTWFSZQSPVEPGIFSCPPL4IFTIPXFEBMMIFSGSJFOETUIF

BDDFQUBODFMFUUFS

QSPVENFBOT

8IFOZPVSFBEBOVOGBNJMJBSXPSEZPVDBOVTF DPOUFYUDMVFTPS

UIFXPSETPSTFOUFODFTBSPVOEUIFXPSEUPGJHVSFPVUJUTNFBOJOH

4PNFUJNFTBSFBEFSDBOGJHVSFPVUUIFNFBOJOHPGBOVOGBNJMJBS

XPSECZMPPLJOHGPSXPSEDMVFTJOUIFTBNFTFOUFODFPSBOFBSCZ

TFOUFODF5IFDMVFNJHIUCFBTZOPOZNPSBOPUIFSXPSEPSQISBTF

UIBUIFMQTUIFSFBEFSGJHVSFPVUUIFVOGBNJMJBSXPSETNFBOJOH




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A. Reading Strategy: Monitor and Adjust Comprehension

Make sure that you understand what you are reading. I you don’t

understand, ask questions, look or clues, or reread part o the text aloud.Choose a text that you are reading this week. Complete the chart or a

difcult part o that text.

What I Read

What I Don’t Understand

What I Did to Correct My Understanding



reading log. Be sure to paraphrase the main idea or meaning o the text.

Keep the details or events in the correct order. You may use the log to

talk to others about what you read.

Genre

Title Author

This Text Is About

Reading Strategy/

Reading Log




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8IFOBWPXFMJTGPMMPXFECZBOS UIFS DIBOHFTUIFWPXFMTTPVOE8IFO

UIFMFUUFSS GPMMPXTUIFWPXFMTBBOEPUIFZBSFQSPOPVODFEÅSBOEÔS

6OEFSMJOFUIFXPSEJOFBDITFOUFODFUIBUIBTUIFS DPOUSPMMFE

WPXFMTPVOE5IFODJSDMFUIFMFUUFSTJOUIFXPSEUIBUNBLFTUIF

TPVOE

5IFCBOEEFDJEFEUPNBSDIBDSPTTUIFMBXO

8FEJEOUXBOUUPXBMLUPPGBSGSPNUIFHSPVQ

8FXBOUFEUPQBSLUIFDBSDMPTFUPUIFCVJMEJOH

8FIBEUPCVZJDFGSPNUIFTUPSFCFDBVTFUIFTPEBHPUIPU

)FIPOLFEUIFIPSOUISFFUJNFTUPMFUVTLOPXIFXBTSFBEZUPHP

.ZKBDLFUXBTUPSOTP*NFOEFEJU

)PDLFZJTNZGBWPSJUFTQPSU

8FDPVOUFEàWFUSFFTJOUIFZBSE

*USJQQFEPWFSUIFDPSEJONZSPPN

*EPOUMJLFUPXBUDINPWJFTBCPVUTIBSLT

Phonics:

r -Controlled Vowels

ar , or

Dear Juno • Grade 3/Unit 3




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UIFXPSE

Step2


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Word Study




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117

The Move

I couldn’t believe it when my ather we would

be moving to Oregon. My best riend Jacob was even more upset. We

promised to stay in touch, but we knew it wouldn’t be the same as seeing

each other ace to ace.

A month later, as our plane rom New York

to our new home, the o my little brother’s pretzel

bag woke me. I looked out at the night sky and came

up with a great idea. I Jacob can’t see me ace to ace, I’ll just have to

send him a photograph. “Perect,” I thought as I held out my arms in ront

o me to snap my own picture. The next day I sent it to him.One week later I that the mail carrier had

delivered an envelope rom Jacob to me! Inside was his picture and a letter.

I we can’t see each other ace to ace, at least we can see each other ace

to picture.

crackle announced soaredstarry noticed

Read the story. Fill in the blanks with the correct vocabulary words.

Vocabulary




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118

The characters are the people and animals in a story. Story

details show how characters eel about each other and how they

change. The setting is where and when the story takes place.

The plot is the important events in the beginning, middle, and

end o the story.

Read the story and answer the questions below.

Jake was new to our school. Everyone thought he was mean because he

didn’t want to play or talk to anyone. When kids went up to him, he justturned his head the other way.

One day, I was playing with my ball and it got stuck on a tree branch.

No one wanted to help me get it down. Jake actually climbed the tree and

got the ball or me. I gave him a big hug. Now we are good riends. We

play ball together everyday.

1. Why did the narrator think Jake was mean?

2. What did Jake do in the story to make the narrator change her mind?

3. How do Jake and the narrator eel about each other now?

Comprehension:

Character, Setting,

Plot




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119

As you read Dear Juno, ill in the Character Web.

How does the inormation you wrote in this Character Web help you

analyze story structure in Dear Juno?

Comprehension:

Character Web




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120

"T*SFBE*XJMMQBZBUUFOUJPOUPFYQSFTTJPOBOEJOUPOBUJPO

A week earlier, Mr. Wilson had announced that his class

was going to become pen pals with a classroom o students in Arica.

Mr. Wilson rolled up the map. He picked up a piece o

chalk. “Please raise your hand i you know what you’d like

to say in the letter.”

He wrote a greeting at the top o the chalkboard.

Dear students of Mr. Addo’s class,

Danny’s hand shot up. “We’re very excited to be your

pen pals,” he said.

Mr. Wilson wrote those words under the greeting.

Then Sonya raised her hand. “It’s autumn here in Iowa.

What is the weather like now in Ghana?”

Comprehension Check

5PXIJDIDPVOUSZJO"GSJDBJT.S8JMTPOTDMBTTHPJOHUPTFOEBMFUUFS

1MPU

8IBUBSFTPNFPUIFSUIJOHT.S8JMTPOTDMBTTNJHIUXBOUUPLOPXBCPVU

PSTIBSFXJUI.S"EEPTDMBTT1MPU


Errors

WordsCorrect Score

'JSTU3FBE m

4FDPOE3FBE m

Fluency:

Expression and

Intonation




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121

Comprehension: Use

Graphic Features

Tea Sorts

A tea sort is a sport that a group of people must do together .

Playing a team sport can help you stay healthy.

Staying Healthy Exercise helps you improve your physical itness. Physical fitness is the

body’s ability to do everything that it needs to do. When you play a team

sport, exercise becomes a habit. O course, you exercise every time your team

plays a game. You also exercise when your team practices.

Basketball is a tea sort.

8IBUGFBUVSFIFMQTZPVLOPXXIBUUIFTFDPOEQBSBHSBQIXJMMCFBCPVU

8IBUEPFTUIFUFSN QIZTJDBMGJUOFTTNFBO

8IBUEPUIFQJDUVSFBOEDBQUJPOUFMMZPV

(SBQIJDGFBUVSFTBSFQBSUTPGBUFYUUIBUIFMQSFBEFSTGJOEBOE

VTFJOGPSNBUJPO5JUMFTIFBEJOHTCPMEGBDFPSJUBMJDJ[FEXPSET

JMMVTUSBUJPOTBOEDBQUJPOTBSFFYBNQMFTPGHSBQIJDGFBUVSFT

3FBEUIFBSUJDMFBOEBOTXFSUIFRVFTUJPOTCFMPX




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122

NJMMJPO NJMMJPO NJMMJPO

NJMMJPO

Use the time line to answer the questions below.

Number o Householdswith Cable Television

1. How many households had cable television in 1990?

2. In which year did 66 million households have cable television?

3. How many households had cable television in 1993?

4. How many more households had cable television in 1997 than in 1990?

5. Between what years did the number o households with cable television

increase by 14 million?

A time line shows when important events took place.

To read a time line:• Look at the time line to see what it is about.

• Read the time line rom let to right.

• Read each event given.

• Look at the date or each event.

Text Feature:

Time Line




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123

$POUFYUDMVFTBSFXPSETPSTFOUFODFTCFGPSFPSBGUFSBO

VOGBNJMJBSXPSE6TFUIFNUPIFMQZPVGJHVSFPVUUIFNFBOJOHPG

UIFVOGBNJMJBSXPSE

3FBEUIFTFOUFODFT$JSDMFUIFDPOUFYUDMVFTUIBUIFMQZPV

VOEFSTUBOEUIFNFBOJOHPGUIFVOEFSMJOFEXPSE8SJUFUIF

NFBOJOHPGFBDIXPSE

5IFQPTUPGàDFPGGFSTSBQJEEFMJWFSZTPUIBUQFPQMFHFUUIFJSMFUUFSTRVJDLMZ

3BQJENFBOT

5IFCPTTSFBETUIFNFNPSBOEVNPSTIPSUNFTTBHFUPUIFXPSLFST

.FNPSBOEVNNFBOT

5IFQMBOFXFUPPLUPWJTJUPVSBVOU BTDFOEFERVJDLMZVQUPUIFTLZ

"TDFOEFENFBOT

*XBTSFBMMZTVSQSJTFEUPHFUBOVOFYQFDUFEFNBJMGSPNBOPMEGSJFOE

6OFYQFDUFENFBOT

.ZGSJFOEBOE*DIBUFBDINPSOJOHBOEXFUBMLBUOJHIUUPP

$IBUNFBOT

#MVFXIBMFTBSFNBNNPUIBOEDBOHSPXUPPOFIVOESFEGFFU

.BNNPUINFBOT


Context Clues:

Sentence Clues




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124


Make sure that you understand what you are reading. Picturing

characters or scenes in your mind as you read will help you. Choose atext that you are reading this week, and complete the chart.

Details That DescribePicture That I Form in

My Mind






Genre Title Author

This Text Is About

Reading Strategy/

Reading Log




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125

3FBEFBDITFOUFODFBOEVOEFSMJOFUIFXPSEXJUIBQSFGJY5IFOXSJUFUIFNFBOJOHPGUIBUXPSEPOUIFMJOF

*EJEOUHFUZPVSFNBJMCFDBVTFZPVNJTTQFMMFENZOBNF

*XBTBCMFUPQSFQBZGPSNZUJDLFUTP*EJEOPUXBJUJOMJOF

*EJTBQQFBSFECFIJOEUIFUSFFXIFSFOPPOFDPVMETFFNF

1MFBTFSFSFBENZFNBJMBOEUIFOTFOENFBOBOTXFS

*GPSHPUUPVOQMVHNZDPNQVUFSXIFO*XFOUBXBZGPSUIFXFFLFOE

*NJTQMBDFEZPVSFNBJMBEESFTTTPQMFBTFTFOEJUBHBJO

"QSFGJYJTBXPSEQBSUUIBUDBOCFBEEFEUPUIFCFHJOOJOHPG

BCBTFXPSEUPDIBOHFUIFNFBOJOHPGUIFXPSE

1SFGJY .FBOJOH #BTF8PSE /FX8PSE /FX.FBOJOH

SF BHBJO SFCVJME SFCVJME CVJMEBHBJO

VO OPUPSPQQPTJUF VOBCMF VOBCMF OPUBCMF

QSF CFGPSFPSBIFBE QSFIFBU QSFIFBU IFBUCFGPSF

NJT XSPOH NJTDPVOU NJTDPVOU DPVOUXSPOH

EJT OPUPSPQQPTJUF EJTPCFZ EJTPCFZ OPUPCFZ

Phonics/Word Study:

Prefixes re- , un- ,

pre- , mis- , dis-

Messaging Mania • Grade 3/Unit 3




Step


UIFXPSE

Step2


Step



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Word Study




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127

A. Read the story. Then ill in each blank with the correct

vocabulary word rom the box. Circle the context clues that

help you igure out the meaning o the vocabulary words.

record ocus estimate

I have been reading an online almanac. Scientists think that

our area will be hit with a big snowstorm next winter. They

that we will receive about 36 inches o

snow. That’s three eet o snow! I wonder i the snowstorm will set a

or the most snow in one storm. I told my

mom about what the scientists are thinking. She said that I should

on my homework that’s due tomorrow. She wants

me to pay attention to my school work and ignore the storms that might

happen a long time rom now!

B. Use clues in the story to write the deinitions o the

vocabulary words. Check your deinitions with a dictionary.

1. record

2. ocus

3. estimate

Vocabulary




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128

Comprehension:

Cause and Effect

3FBEUIFQBTTBHFBOEBOTXFSUIFRVFTUJPOTBCPVUJU

The town had a big storm. A tree ell because the rain was heavy and

the wind was strong. People couldn’t use their telephones since the tree ell

on a major telephone pole. As a result o the storm, people had to drive to

the next town to make calls.

8IBUIBQQFOFEUPUIFUSFF8IZ

8IZDPVMEOUQFPQMFVTFUIFJSUFMFQIPOFT

8IBUIBQQFOFEBTBSFTVMUPGUIFTUPSN

"DBVTFJTBOFWFOUUIBUNBLFTTPNFUIJOHFMTFIBQQFO"O

FGGFDUJTXIBUIBQQFOTBTBSFTVMU5PGJOEBOFGGFDUBTLXIBU

IBQQFOFE5PGJOEBDBVTFBTLXIZEJEJUIBQQFO

4JHOBMXPSETTVDIBTCFDBVTFTJODFBOEBTBSFTVMU DBOIFMQ

ZPVJEFOUJGZDBVTFTBOEUIFJSFGGFDUT




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129

Comprehension:

Cause and Effect

Chart

As you read Messaging Mania, ill in the Cause and Eect Chart.

How does the inormation you wrote in this Cause and Eect Chart

help you better understand Messaging Mania?

Cause Effect




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130

"T*SFBE*XJMMQBZBUUFOUJPOUPNZQSPOVODJBUJPOBOEQISBTJOH

When something breaks on the space station, what does

the crew do? They ix it. To repair the outside o the space station, they must take a spacewalk.

The temperature in space can be very hot or very cold.

Astronauts wear spacesuits or protection. Their suits also

provide air, since there is no oxygen in space.

What happens i gravity pulls astronauts away during a

spacewalk? They use a jet-pack “lie jacket” to easily ly

back to the station.

Each year, new tools make the job o ixing the space

station a bit easier. A new kind o radio lets up to ive

people talk at one time. Heaters help keep ingers warm.

New lights on the space helmets shine on dim and dark

work areas.

Comprehension Check

)PXEPFTUIFTQBDFTVJUQSPUFDUUIFBTUSPOBVUT .BJO*EFBBOE%FUBJMT

)PXEPOFXUPPMTNBLFàYJOHUIFTQBDFTUBUJPOFBTJFS.BJO*EFBBOE

%FUBJMT


Errors

WordsCorrect Score

'JSTU3FBE m

4FDPOE3FBE m

Fluency:

Pronunciation

and Phrasing




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131

Comprehension:

Media Literacy

There are many ways to send and receive inormation on the

Internet. You can send e-mail to your riends or amily. You can

also learn inormation by going to a news Web site.

Read the passages below. Then answer the questions.

Greendale On Tuesday night,

city leaders agreed to build a bridge

over Longman Stream. The city o Greendale bought land on both sides

o the stream last year. That land will

become a new park. It will be named

Sanchez Park ater Greendale’s

ounder, Hector Sanchez.

The bridge will join the two areas

o the park. Walking and biking trails

will be on the east side o the stream.

A soccer ield, swings, and picnic

tables will be on the west side. The

city will plant trees along the stream.

To: [email protected]

From: [email protected]

Subject: Come to my party!Hey Aaron! I hope that you can

come to my birthday party this

Saturday the 29th at Sanchez

Park. It will be a blast!

We will play soccer irst and

then go to my house or cake.

Hope you can come!Jayson

1. How are the e-mail and the online news article dierent?

2. How are the e-mail and the online news article alike?




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Study Skill:

Using the Library

Use resources in the library to ind inormation. Libraries have

reerence books and materials that contain inormation or

research.

• You can look up a topic, author, and title in the electronic

card catalog to ind out whether the library has the book you

are looking or.

• A telephone directory gives addresses and telephone

numbers o people and businesses. The directory may be in a

book or online.

• Newspapers and magazines oer inormation about people,

places, and things. You can learn about events that have just

happened. Newspapers and periodicals are available in print

or online.

Complete each o the ollowing statements with the name o the

library resource you would use.

1. Sam’s computer is broken, and he wants to fnd the number o the local

computer store. He should check the .

2. Mr. Chan wants to fnd an article about recent whale migration in the

Pacifc Ocean. He should check a science .

3. Many people in my town want to read about the results o yesterday’s

election. They should check the .

4. I want to know i the library has a specifc book about grizzly bears. I will

check the .




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Context Clues

Homographs are words that are spelled the same

but have more than one meaning. Use context clues

to igure out the correct meaning o the homograph.

The meaning depends on how the word is used.

The word pupil can mean two dierent things. I am

a pupil at the Bowen Elementary School. The pupil is

the black, center part o your eye.

A. Read each sentence. The homograph is in boldace type.

Underline the context clues. Write the meaning o the homograph.

1. My mom read the story beore we went to bed.

2. I live on the second story o the apartment building.

3. I wanted to hide behind the tree.

4. The elephant’s rough hide helps protect it.

B. Choose a homograph rom the sentences above. Then write two

sentences o your own.




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Make sure that you understand what you are reading. Rereading parts

o a text aloud will help you. Correct any ideas that didn’t match the text.Choose a text that you are reading this week, and complete the activity.

Stop ater you read something that is hard to understand. Answer the

question.

What is unclear about this part o the text?

Now reread that part o text. Reread more than once i needed. Then

answer the question.

What does this part o the text mean?






Genre

Title Author

This Text Is About

Reading Strategy/

Reading Log




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Phonics:

Diphthongs

oi, oy

6OEFSMJOFUIFXPSEJOFBDITFOUFODFUIBUIBTUIFPJTPVOE

5IFOXSJUFUIFXPSEBOEDJSDMFUIFMFUUFSTJOUIFXPSEUIBUNBLF

UIFPJTPVOE

)FIBEUPQPJOUNFJOUIFSJHIUEJSFDUJPO

5IFSBEJPNBEFTPNVDIOPJTF*DPVMEOUTMFFQ

"CPZJONZDMBTTXJMMCFTJYZFBSTPMEUPNPSSPX

.ZEBEDPMMFDUTSBSFDPJOT

5IFQSJODFTTXPSFUIFSPZBMDSPXO

&WFSZPOFLOPXTZPVTIPVMELFFQZPVSWPJDFEPXOJOUIFMJCSBSZ

5IFUPZGFMMCVUJUEJEOUCSFBL

What Do Illustrators Do?Grade 3/Unit 3




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Name Phonics:

Word Study


136



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137

A. Read the story. Then ill in the blanks with the correct

vocabulary words rom the box.

instance illustrate style textures sketches suggestions

From the time she was a child, Jenna knew she wanted to

children’s books. Jenna had her own

o drawing. It was dierent rom that o any

artist she had ever seen. Her had something

special in them. For , Jenna always drew a piece

o hair sticking up rom the heads o all o her characters.

Jenna loved to paint with oil paints. Some o her paintings had smooth

. In others, the paint was thick and rough.

As she grew up, Jenna took several classes in drawing and painting.

rom her teachers helped Jenna improve.

B. Using the clues in the story, write the deinitions o these


1. instance

2. illustrate

3. style

4. textures

Vocabulary




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In a story, events take place in a certain sequence, or

chronological order.

Read the passage below and answer the questions that ollow.

Bryan Jones loves to draw rogs. First he takes his pencils and pad

to the park. Then he starts to sketch the irst rog he sees. Ater Bryan

inishes his sketch, he takes it home. Then he looks or all o his green

paint. Finally, Bryan paints his rog on a big canvas.

1. What does Bryan do frst?

2. What happens next?

3. What fnally happens?

Comprehension:

Sequence




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Comprehension:

Sequence Chart

"TZPVSFBE8IBU%P*MMVTUSBUPST%PGJMMJOUIF4FRVFODF$IBSU

)PXEPFTUIFJOGPSNBUJPOZPVXSPUFJOUIJT4FRVFODF$IBSUIFMQZPV

BOBMZ[FUFYUTUSVDUVSFJO8IBU%P*MMVTUSBUPST%P

Event

Event

Event

Event

Event




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As I read, I will pay attention to phrasing and rate.

Most o us wish we could draw people. Whether you

10 want to illustrate a story or design a poster, the ability to22 draw people comes in handy.

27 We all look at aces every day. But beginning artists

37 still have trouble putting what they see on paper. For

47 instance, they oten draw the eyes too low. They make

57 the top o the head too small. The people they draw look

69 like pinheads!

71 You don’t need special supplies to learn to draw. All

81 you really need to get started is an ordinary pencil and a

93 good eraser. Use any kind o plain white paper.

102 It’s a good idea to start by copying other drawings

112 and photographs. You will get better with practice.

120 Then you can surprise your riends and amily by

129 drawing them. 131

Comprehension Check

1. What are some common mistakes or beginning artists? Main Idea and

Details

2. What is a way to become a better artist? Main Idea and Details


Errors=

WordsCorrect Score

First Read – =

Second Read – =

Fluency:

Phrasing and Rate




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141

Comprehension:

Cause and Effect

A cause is an event or an action that makes something happen.

An eect is something that happens because o an event or an

action. To identiy cause and eect, look or signal words such

as cause, effect , because, due to, since, if , and when.

Read the passage. Then answer the questions.

When a ire alarm rings, ireighters jump into action. They put on

boots, coats, pants, and helmets. They grab saety tools and jump onto the

ire truck. The ire truck races through traic because people might be indanger. When drivers hear the truck’s siren, they move their cars to allow

the truck to pass.

When ireighters arrive at a ire, they hook up the truck’s hoses. Then

the ireighters work to put out the ire. They check to make sure that

people and animals are sae. They enter a building careully because a ire

can cause buildings to all.

1. What causes a frefghter to jump into action?

2. What causes a fre truck to race through trafc?

3. What eect does the fre truck’s siren have on trafc?

4. What eect does a fre have on some buildings?




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An interview is a written record o a conversation in which the

interviewer asks someone questions in order to gather inormation.

Read the interview. Then answer the questions.

Interviewer: When did you open your art school?

Cora Amble: I opened the art school last year. At irst, I worked with

students I knew rom being an art teacher at their school.

Interviewer: What kind o classes can students take in your school?

Cora Amble: They can take classes in watercolor, oil paint, pastels,

or pottery. Also, they can learn to make pots, mugs, or animal

igures out o clay.

Interviewer: Do you have many students in your school?

Cora Amble: Twenty-ive students are enrolled right now. I would like

to hire another teacher so I can take more students.

1. When did Cora’s art school frst open?

2. What kind o art do Cora’s students learn?

3. Why does Cora want to hire another art teacher?

Text Feature:

Interviews




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143

$JSDMFUIFDPOUFYUDMVFTUIBUIFMQZPVGJHVSFPVUUIFNFBOJOHPG

UIFVOEFSMJOFEXPSEJOFBDITFOUFODF8SJUFBQPTTJCMFEFGJOJUJPO

PGUIFXPSE

5IFBSUJTUMPPLFEBUUIFCBSSFODBOWBTBOEàMMFEUIFCMBOLTQBDFXJUI

ESBXJOHTPGCSJHIUáPXFST

CBSSFO

*MMVTUSBUPSTOFFEUPDPOTJEFSBMMUIFTDFOFTJOBTUPSZBTUIFZUIJOLBCPVU

XIBUQJDUVSFTUPESBX

DPOTJEFS

5IFGBNPVTQBJOUJOHXBTPCTDVSFECZUIFMBSHFDSPXETUBOEJOHJOGSPOU

PGJU

PCTDVSFE

5IFTLFUDIFTBOJMMVTUSBUPSNBLFTBUàSTUBSFRVJDLBOESPVHIESBXJOHT

TLFUDIFT

4PNFJMMVTUSBUPSTFYDFMBUESBXJOHGBDFTCVUPUIFSTDBOOPUESBXGBDFT

WFSZXFMM

FYDFM

5IFBSUJTUNBLFTTJNQMFQFODJMESBXJOHTPSPVUMJOFTPGXIBUXJMMHPPO

UIFQBHFTPGIJTCPPL

PVUMJOFT

4FOUFODFDMVFTBSFPUIFSXPSETJOUIFTBNFPSBOFBSCZ

TFOUFODFUIBUDPNFCFGPSFPSBGUFSBOVOGBNJMJBSXPSE

4FOUFODFDMVFTDBOIFMQZPVGJHVSFPVUUIFNFBOJOHPGBXPSE


Sentence Clues




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Make sure that you understand what you are reading. Asking questions

about a text will help you. Choose a text that you are reading this week,and complete the activity.

Stop ater you read something that is hard to understand. Write a

question about that part o the text.

Question:

Now reread that part o the text, or read on. Look or acts and details in

the text that help you answer your question. Write the answer. Include

evidence to support your answer.

Repeat as needed as you keep reading the text.



reading log. Be sure to paraphrase main ideas or the meaning o the text.



Genre

Title Author

This Text Is About

Reading Strategy/

Reading Log




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Read each word in the box. Sort the words by writing each under the

correct sound and spelling category below. Be sure to read each word

aloud beore sorting.

/ü/ as in grew, rude, clue, fruit, and group

ue ew ou

oo ui

/ ů / as in cook and could

oo ou

/u/ as in mule

u_e

Phonics/Word Study:

Variant Vowel

oo , u_e , ue , ew

ou , ui

chew good sue ool juice

crew should prune rude soup

cruel ume book would cube

The Jones Family ExpressGrade 3/Unit 3




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Word Study


146



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147

A. Choose a vocabulary word rom the box to complete each

sentence below.

annual potential politely

expensive innocent wrapping

1. This year we changed the place or our

amily picnic.

2. Use this paper or the big presents.

3. My sister thinks that I broke her suitcase, but I am .

4. You should speak to everyone, not just adults.

5. The airplane tickets were so that we took

the bus instead.

6. The spaceship journey may be dangerous, but it has great

or new inormation about Mars.

B. Write a sentence using the vocabulary words correctly.

7. annual

8. expensive

Vocabulary




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148

Sometimes readers need to iner, or igure out, what is

happening in a story rom clues that the author gives. To make

inerences, add what you know to what the author tells you.

Read the paragraph and answer the questions.

Last year my brothers, my mom, and I took a trip to Chicago. Dad

stayed home. This year we’re planning a trip to New York City. Dad is

making up our sightseeing schedule again. We always ollow his advice

and have a great time. I like to call him every day and tell him what wedid. Dad says he doesn’t have to leave home to travel to cities in the United

States because they are as close as his travel magazines and books. Next

year we may even go to Mexico.

1. How does Dad eel about his amily taking trips without him?

2. Explain how you know.

3. Do you think Dad will travel with his amily to Mexico? Why or why not?

4. Do you think the narrator would like Dad to travel with the amily? Why or

why not?

Comprehension:

Make Inferences




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149

Comprehension:

Inference Chart

Clues Inference

As you read The Jones Family Express, ill in the Inerence Chart.

How does the inormation you wrote in this Inerence Chart help you

visualize details in The Jones Family Express?




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150

As I read, I will pay attention to intonation and expression.

“How are you two doing?” the conductor asked Marie.

9 “Fine, thanks,” Marie said olitely.14 Marie then asked her dad, “How’s Rosie?” She was

23 talking about her tiny black poodle. Her mom was holding

33 the tiny dog in a baby carrier around her neck.

43 “She’s just ine,” Mr. Diaz told her. “Rosie is sleeping.”

53 Her parents wanted to leave Rosie home, but Marie

62 insisted that her new puppy was too young to leave behind.

73 She was so small she’d be no trouble at all. Her parents

85 inally agreed.

87 Marie spent the last hours o the trip reading. Her new

98 book was so interesting that it made the hours pass quickly.

109 Soon she elt the train slow down. Her heart began to

120 beat ast. 122

Comprehension Check

1. How did Marie convince her parents to bring Rosie on their trip? Plot

Development

2. Why did Marie’s heart begin to beat aster? Plot Development


Errors=

WordsCorrect Score

First Read – =

Second Read – =

Fluency:

Intonation and

Expression




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Josh loved dogs. He checked out books about dogs rom the library

and read them careully. He learned about dierent breeds o dogs, how to

care or dogs, and how to train them. When the day inally came or Josh

to get a dog, he went to the animal shelter. When he saw a terrier puppy,

his heart nearly leapt out o his chest. He patted it on its head and named it

Max. Max licked his hand. Josh knew that this was the dog or him!

r 8IBUJTUIFQPJOUPGWJFXPGUIJTQBTTBHF)PXEPZPVLOPX

I elt my heart pounding in my chest. It was my irst time to speak

in ront o the class. I had practiced in ront o my mom or three nights.

I spoke slowly and careully. I learned to look at my mom and not at the

loor. I tried to speak loudly and not mumble. As I walked to the ront o

the room, I looked at my classmates. Then I took a deep breath.

r 8IBUJTUIFQPJOUPGWJFXPGUIJTQBTTBHF)PXEPZPVLOPX

5IFOBSSBUPSJTUIFQFSTPOXIPUFMMTUIFTUPSZ4PNFUJNFTUIF

OBSSBUPSJTBDIBSBDUFSJOUIFTUPSZBOEVTFTUIFQSPOPVOT*NF

BOENZ UPUFMMUIFTUPSZ5IJTUZQFPGOBSSBUPSUFMMTUIFTUPSZGSPN

BGJSTUQFSTPOQPJOUPGWJFX4PNFUJNFTUIFOBSSBUPSJTOPUB

DIBSBDUFSJOUIFTUPSZ5IFOBSSBUPSSFGFSTUPUIFDIBSBDUFSTCZ

OBNFPSCZVTJOHUIFQSPOPVOTIFPSTIF5IJTUZQFPGOBSSBUPS

UFMMTUIFTUPSZGSPNBUIJSEQFSTPOQPJOUPGWJFX

Comprehension: First-

and Third-Person

Narrator

3FBEFBDIQBTTBHF5IFOBOTXFSUIFRVFTUJPOT




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Text Feature:

Directions

3FBEUIFEJSFDUJPOT5IFOBOTXFSUIFRVFTUJPOTUIBUGPMMPX

Here are directions or going to Zoo Land Amusement Park.

Catch the #4 crosstown bus on the corner o Elm and Spruce.

Ride the #4 crosstown bus to the corner o State and Main.

At State Street, transer to the #7 downtown bus. Ride the #7 bus to the last bus stop.

When you get o the bus, you will see the entrance sign, “Zoo Land

Amusement Park.”

Have un!

8IBUJTUIFàSTUTUFQ

8IBUIBQQFOTBGUFSZPVSJEFUIFDSPTTUPXOCVT

)PXNBOZTUFQTBSFUIFSF

8IBUJTUIFMBTUTUFQ

5PGPMMPXEJSFDUJPOTSFBEUIFTUFQTJOPSEFS5IFTUFQTBSF

OVNCFSFE#FHJOXJUIUIFGJSTUTUFQOVNCFSBOEDPOUJOVFJO

PSEFSUISPVHIBMMUIFSFNBJOJOHTUFQT




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Homophones are words that sound alike but are spelled

dierently and have dierent meanings.

A. Circle the correct word to complete each sentence.

1. We brushed the horse’s (main, mane) beore the show.

2. I used butter, (our, ower), and sugar to make the cookies.

3. Dad and I need to tighten the (break, brake) on my bike.

4. We need more wind to (sail, sale) the boat.

5. There was a (wrap, rap) on the window.

6. What is the name o the (mane, main) street near your house?

7. I picked this beautiul red (ower, our) or my aunt.

8. Tasha dropped the glass, but it did not (brake, break).

9. Mom and I went to the back-to-school (sale, sail) to buy jeans and

t-shirts.

10. I had to (rap, wrap) the present beore we let or the party.

B. Write a homophone on the line or each word below.

Example: rows

11. knot 16. be

12. haul 17. deer

13. tacks 18. steal

14. ea 19. sea

15. scene 20. hoarse


Homophones

rose

,




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Make sure that you understand what you are reading. Asking questions

will help you. Choose a text that you are reading this week, and answerthe questions.

Which part o the story is unclear?

What question can you ask to help you understand this part o the story?

What details and acts tell about your question?

What is the answer to your question? Support it with inormation rom the

story.






Genre

Title Author

This Text Is About

Reading Strategy/

Reading Log




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Phonics:

Diphthong ou , ow

When two vowel sounds appear together in the same syllable,

they are pronounced as one sound. The letters ou and ow can

stand or /ou/ , the vowel sound you hear in found and crowd.

Underline the word with the /ou/ sound in each sentence. Then

circle the letters in each word that make the /ou/ sound.

1. We wanted to bounce the ball back and orth.

2. Please do not shout in the library, because many people are studying

and reading.

3. The cast o the play came to take a bow.

4. I hurt my leg when I slipped and ell to the hard ground.

5. Ater winning the science contest, I was very proud.

6. Fiona used the big red towel to dry o.

7. The sound o the dog barking outside woke me up.

8. My dad had a scowl on his ace when the dog ran away.

Seven Spools of ThreadGrade 3/Unit 4




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Word StudyName


156



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157

Vocabulary

A. Use what you know about the other words in the sentences to

choose a word rom the box that makes sense in each blank.

One rainy day, Juan and Maria about what to do.

“Let’s look through our to see what we don’t need.

We can give away toys we do not play with,” said Juan.

Their mother at his idea. “I am glad that you

are not greedy children!” she said. This is a much better way to spend time

than . A long time ago I a lot

o to make a dress, and I never used it. Take it and

bring it with you. Maybe some children can make costumes with it.”

B. Write a deinition or each vocabulary word.

1. argued

2. beamed

3. abric

4. quarreling

5. possessions

6. purchased

argued beamed abric quarreling possessions purchased




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158

Comprehension:

Draw Conclusions

"DPODMVTJPOJTBEFDJTJPOZPVNBLFBGUFSMPPLJOHBUBMMUIF

JOGPSNBUJPOBCPVUBTQFDJGJDUPQJD5P ESBXDPODMVTJPOT

SFBEFSTDBOVTFTUPSZDMVFTUPDPNFUPBOFXVOEFSTUBOEJOHPG

QMPUFWFOUTBOEDIBSBDUFSSFMBUJPOTIJQTJOUIFTUPSZ

3FBEUIFTUPSJFTCFMPX"OTXFSUIFRVFTUJPOTUIBUGPMMPX

,FFQJONJOEUIFTFRVFODFPGUIFQMPUTNBJOFWFOUTBOEUIFJS

JOGMVFODFPOGVUVSFFWFOUTBTZPVSFBE

Sam is a new student in Mike’s class. Sam is shy. Mike thought he was

stuck up. One day Mike had a hard time with a math problem. Sam

showed Mike how to solve it. Mike thanked Sam. They played at recess.

)PXEPFT.JLFGFFMBCPVU4BNJOUIFCFHJOOJOHPGUIFQBTTBHF

8IBUIBQQFOFEXIFO.JLFIBEBIBSEUJNFXJUIBNBUIQSPCMFN

)PXEJEUIFSFMBUJPOTIJQCFUXFFO.JLFBOE4BNDIBOHF8IBUFWFOUTIFMQZPVESBXZPVSDPODMVTJPO

Neighborhood children walked together to the park. They arrived to find

empty cans, fallen leaves, and crumbled paper everywhere. The children

pouted. “Something must be done about this,” one child said. They all

marched home and returned with rakes, trash bags, and buckets.

8IBUEJEUIFOFJHICPSIPPEDIJMESFOEPàSTU

8IBUXJMMUIFDIJMESFOEPOFYU8IBUJOGPSNBUJPOGSPNUIFTUPSZIFMQFE

ZPVESBXZPVSDPODMVTJPO




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159

Comprehension:

Conclusion Map

Detail

"TZPVSFBE4FWFO4QPPMTPG5ISFBE GJMMJOUIF$PODMVTJPO.BQ,FFQ

JONJOEDIBSBDUFSSFMBUJPOTIJQTBOEUIFTFRVFODFPGUIFQMPUTNBJO

FWFOUTBOEUIFJSJOGMVFODFPOGVUVSFFWFOUTBTZPVSFBE

)PXEPFTUIFJOGPSNBUJPOZPVXSPUFJOUIJT$PODMVTJPO.BQIFMQZPV

CFUUFSVOEFSTUBOEUIFDIBSBDUFSTBOEUIFJSSFMBUJPOTIJQTJO4FWFO4QPPMTPG

5ISFBE

onclusion

Detail

Detail

onclusion

Detail

Detail




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Fluency:

Phrasing


The old man could give the diamond to only one son.

11 Which one should it be? He loved them all equally. Finally22 he came up with a solution.

28 The next morning, the old man called his three sons

38 beore him.

40 “My sons, I have a problem,” he told them. “I love all

52 three o you, but I can give my most precious possession

63 to only one o you. Thereore, I will give my diamond to

75 the son that best meets my challenge.”

82 “The one o you who proves to be a true hero will get

95 the diamond,” said the old man.

101 “That is air,” said the three sons in unison.

110 “To decide who is the true hero, I will give you a task,”

123 said their ather. 126

Comprehension Check

1. What is the old man’s problem? Problem and Solution

2. How does the old man decide which son should get the diamond? Plot


Errors=

WordsCorrect Score

First Read – =

Second Read – =




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161

Comprehension:

Sensory Language

Sensory language is the use o words to appeal to the

reader’s senses o sight, hearing, touch, taste, and smell. It

creates a detailed picture in the reader’s mind.

Read the passage. Then complete the items.

As Elise walked across the beach, she could eel the sot, warm grains

o sand on her eet and smell the salt in the air. She ound the perect spot

to set down her things. From her spot, she could listen to the tide washing

gently back and orth along the edge o the beach. Above her, seagulls cried

out their high-pitched call to one another. Their shadows darted across thesands below. Elise unolded her towel, sat down, and put on her sunscreen.

It smelled like coconuts, and it always reminded her o summer. Then she

unpacked a resh, red apple rom her bag and took her frst bite o the crisp,

tart ruit. Sweet, sticky juice ran down her chin. When Elise fnished, she ran

down to the water to wash o the juice. As she looked out across the water,

she spotted the great white sails o a ship. They swelled deeply, flled by the

wind that tore across the water.

1. Underline details that appeal to the sense o sight.

2. Circle details that appeal to the sense o hearing.

3. Draw a box around details that appeal to the sense o touch.

4. Cross out details that appeal to the sense o taste.

5. Draw dots under details that appeal to the sense o smell.

6. Which details rom the passage created the strongest picture in your mind?




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162

Text Feature:

Rules

Rules are directions or guides that tell you how to behave in

certain situations. They are usually numbered. Lists o rules

also have titles that explain what the rules will be about.

Read the rules. Answer the questions below.

Saety Rules or Crossing the Street

1. Cross the street at a crosswalk.

2. Obey all trafc signals.

3. Stay on the sidewalk until it is time to cross.

4. Hold an adult’s hand when you cross the street.

5. Look let and right beore you cross.

1. What are these rules about?

2. How many rules are there or crossing the street?

3. What should you do frst when you cross the street?

4. Why are these rules important?

5. Now explain the rules to a riend.




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163


Multiple-Meaning

Words

Some words have more than one meaning. Use context clues

in each sentence to help you igure out the meaning o the

underlined word. Write the meaning on the line.

1. We threw the stick to our dog Max.

2. My mom had to stick the thermometer into the turkey.

3. The group will meet at the corner o Main and State streets.

4. Mom and Dad had to corner the dog so he wouldn’t get out when I

opened the door.

5. Mrs. Johnson’s class sat in the row in ront o the stage.

6. The team needed to row the boat aster in order to get ahead.

7. She will raise the chair to get it over the desk.

8. Volunteers want to raise money to give to the charity.




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Reading Strategy/

Reading Log

A. Reading Strategy: Make Inerences

Making inerences will help you understand what you read. Keep in

mind that you should support every inerence with details rom the text.Choose a text that you are reading this week, and answer the questions.

1. What inormation in the story is not given by the author?

2. What evidence rom the story can help you answer the question?

3. What inerence can you make to answer the question?


Choose something that you would like to read. Ater reading, complete

the reading log. Be sure to paraphrase, or tell the main idea or

meaning o the text. Keep the details or events in the correct order.

You may use your log to talk to others about what you read.

Genre

Title Author

This Text Is About




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The plural o many nouns is ormed by adding -s to the base

word, as in pears. Nouns ending in x , ch, and sh orm the plural

by adding -es, as in wishes.

To orm the plural o most nouns that end in a consonant plus y ,

change the y to i and add -es, as in puppies.

A. Circle the plural orms o the nouns in the paragraphs.

1. The boys decided to pick berries. The berry bushes were ull o ruit. The

heavy branches hung to the ground. They picked fve buckets. Then theyall ate their lunches.

2. We have three libraries in our town. Adults and kids use them. They check

out books about other countries, about puppies, and even desert oxes.

B. Use the chart to sort the plural words rom above by their endings.

-s -es y to i + -es

Phonics/Word Study:

Plural Words

Nacho and Lolita • Grade 3/Unit 4



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Phonics: Plural Words

with Spelling

Changes y to i

The plural o many nouns is ormed by adding -s to the root

word, as in car and cars. To orm the plural o most nouns that

end in a consonant plus y , change the y to an i and add -es

as in baby and babies. Knowing this rule will help you decode

plurals ormed by root words ending in a consonant plus y .

A. Write the plural orm o each word.

1. puppy – y + ies =

2. pony – y + ies =

3. baby – y + ies =

4. lady – y + ies =

5. party – y + ies =

6. supply – y + ies =

B. Circle the word that ends in a consonant plus y in eachsentence. Then write its plural orm on the line.

7. Jess looked up a word in the dictionary.

plural:

8. The city lights sparkled.

plural:

9. The blueberry pie looks delicious.

plural:




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with Spelling

Changes y to i

The plural o many nouns is ormed by adding -s to the root

word, as in cars. To orm the plural o most nouns that end in

a consonant plus y , change the y to an i and add -es. Knowing

this rule will help you decode plurals ormed by root words

ending in a consonant plus y .

A. Write the root word o each plural below by removing ies and

adding y .

1. trophies – ies + y =

2. injuries – ies + y =

3. amilies – ies + y =

4. cherries – ies + y =

5. countries – ies + y =

6. armies – ies + y =

B. Circle the plural noun that ends in ies in each sentence. Then

write its root word on the line.

7. Gabe ound three pennies on the ground.

base word:

8. Sue likes to eat berries straight rom the bush.

base word:

9. The United States is bordered by two countries, Canada and Mexico.

base word:




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with Spelling

Changes y to i

To orm the plural o most nouns that end in a consonant

plus y , change the y to an i and add -es. Nouns that end in a

vowel plus y are ormed by adding an s with no other spelling

changes. Knowing this rule will help you decode plurals ormed

by root words ending in y .

A. Look at the underlined ending in each word below. I it is a

vowel plus y , write the plural by adding -s. I it is a consonant

plus y , write the plural by changing y to i and adding -es.

1. body 2. country

plural: plural:

3. turkey 4. boy

plural: plural:

5. erry 6. essay

plural: plural:

B. Write the correct plural orm o each root word in the

sentences below.

7. root word: toy

Please pick up the in your room beore you go out.

8. root word: baby

The twin were taking a nap.9. root word: copy

We made 20 o the poster to hang up at school.




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with Spelling

Changes y to i

To orm the plural o most nouns that end in a consonant

plus y , change the y to an i and add -es. Nouns that end in a

vowel plus y are ormed by adding an s with no other spelling

changes. Knowing this rule will help you decode plurals ormed

by root words ending in y .

A. Write the plural or each word below. Decide whether to add -s

or change y to i and add -es.

1. cherry 2. toy

3. supply 4. turkey

5. bunny 6. pony

7. strawberry 8. boy

B. Complete each sentence by illing in the blanks with plural

words rom above.

9. I packed my backpack with pencils, paper, and otheror school.

10. There were many animals at the arm. We saw ,

, and .

11. The store sold and games or girls and

.

12. and are my avorite kinds o ruit.





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Vocabulary

A. Use what you know about the other words in the sentences to

choose a vocabulary word rom the box that makes sense in

each blank.

01. My amily makes or Thanksgiving dinner.

02. We or our parents to take us to see the

new movie.

03. My aunt gives us hugs and kisses to show her .

04. The player elt ater exercising all day.

05. The store gives customers a that all their

products work.

06. The o the sun woke me up.

B. Put the vocabulary words rom the box above in alphabetical order.

07.

08.

09.

10.

11.

12.

brilliance aection pleaded

preparations guarantee exhausted




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Comprehension:

Theme

Read the passage. Answer the questions that ollow.

Jack was having a bad day. First, he ell on the way to school and ripped

his jeans. Next, he orgot to bring in his book report. Then he had to go to

the dentist ater school. When Jack got home, a message was waiting or

him. The message was rom the school soccer coach, inviting Jack to play

on the team. Playing on the team was Jack’s dream. For the irst time that

day, Jack had a big smile on his ace. Then he realized that his horrible day

had turned around. It was a good day ater all!

1. What are the important details in this story? Paraphrase the details on

the lines below.

2. What was the theme o this story? Paraphrase the theme on the lines

below.

A theme is the message or overall idea that the author wants to

tell readers. The theme may be stated or unstated. Search or

important details to help you ind the story’s theme. To paraphrase

the theme, restate the theme in your own words.




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Comprehension:

Theme Map

"TZPVSFBE/BDIPBOE-PMJUBGJMMJOUIF5IFNF.BQ1BSBQISBTF

UIFTUPSZEFUBJMTBOEUIFUIFNFJOZPVSPXOXPSET

)PXEPFTUIFJOGPSNBUJPOZPVXSPUFJOUIJT5IFNF.BQIFMQZPV

VOEFSTUBOE/BDIPBOE-PMJUB

Detail

Detail

Detail

Theme




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As I read, I will pay attention to expression.

A kangaroo rat lives o water in its own body. It also

12 saves water. It builds an underground home or burrow.21 When the rat breathes, it gives o some water droplets.

31 This water stays inside the burrow.

37 Pack rats store seeds and nuts in their burrows. The

47 seeds and nuts absorb water rom the air. This helps pack

58 rats get enough to drink. They chew on a cactus plant only

70 i they are suering rom thirst. Those cactus spines are

80 sharp.

81 Many birds live in the desert. There are owls, hawks,

91 and roadrunners. Desert birds get all their water rom the

101 bugs, lizards, and small animals they eat.

108 In the desert sun, water evaporates quickly. To keep

117 cool many desert animals hunt or ood at night. 126

Comprehension Check

1. How do pack rats get enough water? Main Idea and Details

2. How do birds get their water? Main Idea and Details


Errors=

WordsCorrect Score

First Read – =

Second Read – =

Fluency:

Expression




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Comprehension:

Character

Characters are the people or animals in a story. Characters in

a story aect one another with their words and actions. Oten,

characters have changed by the end o a story. Thinking about

these changes helps you understand the message o the story.

Read the story. Then answer the questions.

It was a hot aternoon at the public pool. Eric longed to go into the

water to cool o, but he couldn’t swim. He had never been in water deeper

than that in a bathtub. He was too rightened to get into the big pool. The

lieguard, Beth, saw Eric trembling at the edge o the pool.“There’s nothing to be araid o,” she said. “Just stay in the shallow end.

I’ll walk in with you.” Eric took his frst steps into the shallow end o the

pool. The water was so rereshing and cool! His ear melted away.

“It’s not scary at all!” he said to Beth. “Maybe I’ll even take swimming

lessons.”

1. What does Beth do to help Eric?

2. How do Eric’s eelings about the pool change? How do you know?




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Consonance is the repetition o the same consonant sound at

the end o two or more words.

A metaphor is a statement that compares two dierent things

without using the words like and as.

A. Underline the words in each sentence that show consonance.

1. See you tonight. We’ll meet at eight.

2. That ower should never be near the oor.3. The bug and the dog were in a bag and needed a hug.

4. We walked around the owerbed covered in mud.

5. Susan will fll the pail with a pile o rocks.

6. Dad was mad when the lid ell.

B. Read each sentence. Tell what two things are being comparedin each metaphor.

7. My riend Denise is a walking dictionary.

8. My ashlight is my shining star.

Literary Elements:

Consonance and

Metaphor




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Synonyms

Synonyms are words that have similar meanings. You can

igure out the meaning o unknown words by looking or a

amiliar synonym in a thesaurus.

Find the word rom the box that is a synonym or the bold ace

word in each sentence. Then use that synonym in a sentence.

1. You shouldn’t conceal your talents.

Synonym:

2. I’m trying to memorize my lines, but I keep eeling drowsy.

Synonym:

3. What portion o the event would you like to work on?

Synonym:

4. The coach says today’s team meeting is meaningul.

Synonym:

sleepy important hide part




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Reading Strategy/

Reading Log



mind that you should support every inerence with details and evidencerom the text. Choose a text that you are reading this week, and

complete the chart.

Clues Inference



the reading log. Be sure to paraphrase, or tell, the main idea or



Genre

Title Author

This Text Is About




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Phonics/Word Study:

Variant Vowels au , aw

alt , alk , all , ough

The /ô/ sound can be spelled au, aw , alt , alk , all , and ough.

The sound is ound in words such as Paul , saw , salt , walk , tall ,and cough.

A. Underline the letters that stand or the /ô/ sound in each o

these words.

1. a u t h o r 6. y a w n e d 11. a u t u m n

2. a l l e n 7. b r o u g h t 12. b o u g h t

3. c o u g h 8. a u c t i o n 13. l a w n

4. b o a r d w a l k 9. s t a l k 14. s a l t

5. s t a l l 10. v a u l t 15. c h a l k

B. Now sort the words by spelling pattern.

au aw alk

ough all alt

A Solution to PollutionGrade 3/Unit 4




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Vocabulary



utilize awareness pollution emphasize

On the irst morning o their vacation, Kate and her dad took a

walk. Kate was excited to ind new shells and pieces o beach glass.

Instead, they ound all kinds o trash. They were shocked to see the

all over their special beach. Kate’s dad wanted

to raise people’s about this problem. He decided

to the support o the Parks and Recreation

Department. He also asked Kate to make posters that explained the

problem. He encouraged Kate to that through

teamwork, the community could clean up the trash.



1. utilize

2. awareness

3. pollution

4. emphasize




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Comprehension:

Problem and Solution

Read the passage and answer the questions.

When Dan got his dog rom the animal shelter, he learned that the shelter

might have to close. The shelter needed more money or supplies and more

volunteers. Dan organized a pet drive to get donations. Then Dan started ananimal club at school. The club members raised money and agreed to volunteer

at the shelter. Dan helped solve an important problem. The shelter stayed open.

1. What are two details on the passage that tell the problem?

2. What was the frst step Dan took to solve the problem?

3. What was the second step?

4. What was the solution to the problem?

A problem in a story is what needs to be worked out, or ixed.

The solution tells how to ix the problem. Finding the problems

and the solutions in a text can help you understand what

the text is about. A problem and its solution are presented in

logical order.




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Comprehension:


Chart

As you read A Solution to Pollution, ill in the Problem and

Solution Chart. Pay attention to how details and acts are

organized as you read and how they support the main idea.

How does the inormation you wrote in the Problem and Solution

Chart help you understand the relationships among the ideas in A

Solution to Pollution?

Problem

Solution




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Our Earth has beautiul caves that people can explore.

9 Sometimes explorers wear harnesses and hard hats and17 climb walls inside the caves.

23 Cave explorers may see unusual rock shapes. A stalactite

32 is a orm o rock that hangs rom the roo or sides o the

46 cave. A stalagmite orms on the bottom o the cave.

56 These big clumps o rock sprout and build up slowly

66 over years. They are made o limestone and water.

75 Other people like to climb rocks. Beginners use ropes

84 and put their hands and eet in holes drilled or their use.

96 Experts make their own routes up the rocks. They’ve

105 learned to climb without looking down. This, they say,

114 helps to keep them sae.

119 Other people enjoy nature by hiking in mountains,

127 deserts, or the deep, quiet woods. 133

Comprehension Check

1. Compare and contrast stalactites and stalagmites. Compare and Contrast

2. What tip do expert rock climbers use? Details


Errors=

WordsCorrect Score

First Read – =

Second Read – =

Fluency:

Pronunciation and

Phrasing




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Comprehension:

Text Features

Text eatures can help you better understand important

inormation in a text. They include boldace type, headings,

key words, and italics. Use text eatures to locate inormation

in a text. You can also use text eatures to make and veriy

predictions about a text.

A. Read only the text eatures o the passage. Then answer the

question below.

1. What do you predict this passage will be about?

B. Now read the passage. Then answer the questions.

The Life of the Moth

The Egg and the Caterillar

The moth begins its lie as a small, round egg. A caterillar is the moth

larva that hatches rom the egg. It spends its lie eating and growing. As it

grows, the caterpillar grows too big or its skin. It molts, or sheds its skin.

The Pua and the MothWhen the caterpillar has inished growing, it spins a shell called a cocoon

and becomes a ua. A pupa grows into an adult moth. When the pupa is

ready, it breaks ree rom the cocoon. It spreads its wings and lies away.

2. Under which heading would you fnd inormation about the pupa?

3. Why is it helpul to have the key words in boldace type?

4. Read your answer to item 1. Was your prediction correct? Explain.




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Study Skill:

Media Center

You can use a media center to search or inormation you can

read and then use to organize your research plan.

• Search engine: a computer program system that looks or

inormation on the Internet using key words

• Key words: important words that identiy a subject

• URLs: Web addresses or where you want to go on the Internet

A. Choose the URL in the box that would likely have inormation

about each topic below.

http://www.armersmarket.un

http://www.healthysummers.un

1. Kinds o programs kids can participate in during the summer months

URL:

2. Where to buy ruits and vegetables rom local growers

URL:

B. Answer the questions about key words and search engines.

3. What key words would you type in a search engine to learn about

protecting the rain orests in South America?

4. What key words would you type in a search engine to learn about

preventing air pollution?




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Suffixes -ful , -ly, -les

Suixes are word parts that can be added to the end o words.

Adding a suix to a root word changes the meaning o the root

word.

The suix -ful means “ull o.” The suix -ly means “in a certain

manner or way; like.” The suix -less means “without.”

Read each question below. Add the suix -ful , -ly , or -less to

word in the box that best answers the question. Write the new

word on the line ater the question. Then write the meaning o

the new word.

1. How does a broken arm eel?

2. How does a deer move?

3. How does a turtle move?

4. How do you eel when you can’t sleep?

5. How do ans at a game cheer?

6. How do you eel when you receive a git?

rest loud slow pain wind swit thank




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Reading Strategy/

Reading Log



mind that you should support every inerence with details and evidencerom the text. Choose a text that you are reading this week, and

complete the web.

Inference

Clue

Clue

Clue

Clue






Genre

Title Author

This Text Is About




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Homophones are words that sound the same but are spelled

dierently and have dierent meanings.

For example, road, rode, and rowed are homophones.

Underline the homophones in each o these sentences. Then use

one o the homophones to write a new sentence.

1. I looked at the time and knew that the new movie would begin late.

2. I need to know where we are going so I can decide what to wear.

3. I pretended that I was on the high sea and could see other parts

o the world.

4. Have you seen the scene in the movie where the kids win the

soccer game?

Phonics/Word Study:

Homophones

Ramona and Her FatherGrade 3/Unit 4




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Vocabulary

A. Read the story. Pay attention to the words in each sentence.

Then ind the vocabulary word rom the box that makes the

most sense in each blank.

cross alarmed unortunately managed pretend anxious

Last month, my amily got a new puppy. One day, the puppy dug

a hole under the gate. When I went outside to play with him, I was

to ind that he was gone! I looked around the

ront yard, but he was nowhere to be seen. I

was eeling . My dad said, “Don’t worry. We’ll

ind him!” My dad the search party. He sent

my mom and sister toward the park to search. He sent my brother and his

riend into the woods behind our house. He and I headed over toward the

creek. I tried to that I wasn’t scared, but I was.

I thought we’d never see him again! Finally, we spotted him playing in a

pile o leaves. He ran up to us when he heard us calling his name. He was

so happy to see us that I couldn’t be with him. Ithink he learned his lesson. He hasn’t dug a hole since!


vocabulary words. Use a dictionary to check your deinitions.

1. unortunately

2. pretend

3. cross

4. alarmed




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Comprehension:


The problem in a story is what a character wants to do, needs to ind

out, or wants to change. The way the problem is solved is called the

solution. The event or action that causes a problem leads to uture

events, and the problem’s solution.

Read the passage and each question. Underline the answer in

the passage and then write the answer.

Mrs. Ortiz had to be at work early in the morning. But beore she let

home she had to walk the dog, make school lunches or Benita and Carlos,

and prepare snacks or them to eat. It was too much or her to do!One day, she asked Benita and Carlos to join her or a talk. Mrs. Ortiz

told them that she had too many things to do. She asked them to think o

ways to help her. Benita oered to get up a little earlier so she could walk

the dog. Carlos oered to make snacks beore he went o to play. Working

together, Benita and Carlos helped Mrs. Ortiz solve her problem.

1. Summarize the story’s problem.

2. What is the frst step Mrs. Ortiz takes to solve her problem?

3. What did Benita do to help solve the problem?

4. What did Carlos do to help solve the problem?

5. How does Mrs. Ortiz’s problem get solved?




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Comprehension:


Chart

As you read Ramona and Her Father , ill in the Problem and

Solution Chart. Pay attention to the sequence o events.

How does the inormation you wrote in the chart help you better

understand the plot’s main events in Ramona and Her Father ?

Problem

Solution




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As I read, I will pay attention to intonation.

One man who came to the United States as a boy helped

12 to save Yosemite’s natural wonders or you to enjoy. His22 name was John Muir.

26 John Muir was born in a small town in Scotland in

37 1838. His amily moved to the United States when he was

47 11. They moved to what is now Wisconsin and set up a

58 arm there. They were pioneers.

63 Muir went to school in a small schoolhouse. He liked

73 being a schoolboy. The rest o the time he worked on the

85 arm. He was busy rom sunup until sundown. But Muir

95 yearned or more. He knew he didn’t want to tend the arm

107 all his lie. Muir liked to read, and he read oten. He also

120 liked to invent things. He made a special thermometer.

129 And he made something he called his “early-rising

137 machine.” 138

Comprehension Check

1. What interests did John Muir have? Main Idea and Details

2. What does the word pioneer mean? Context Clues


Errors=

WordsCorrect Score

First Read – =

Second Read – =

Fluency:

Intonation




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Comprehension:

Media and

Communication

Media comes in many dierent orms, such as TV, radio,

newspapers, Web sites, and magazines. The purpose o media

is to communicate inormation to large numbers o people.

Media can use many dierent orms o communication. For

example, radio uses spoken words, and magazines use written

words and pictures.

Read the newspaper story. Then answer the questions.

Lost Puy Found at Softball Gae!

The search or Alex the lost puppy is over! Ten-year-old Jessica Carter

saw the puppy while she was playing in a sotball game. “I was standing in

let feld when I saw a little black puppy. He was snifng the garbage can

beside the bleachers,” remembers Jessica.

Jessica called or a time out and ran over to the puppy. When she checked

his tags, she realized that the puppy was Alex. Jessica’s coach called Alex’s

owners right away. They were very happy to have their puppy back.

1. How is the inormation presented in this newspaper story?

2. Suppose that the same story were covered in a TV news broadcast. How

would the inormation be communicated on TV?




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Literary Element:

Speaker and Imagery

Read the ree verse poem. Then answer the questions that ollow.

Saturday Morning

Our weekdays and nights are busy.Mom, Dad, and kids rushing everywhere.

We have

Soccer practice.

Ballet lessons.

Piano practice, too.

Friday night, things begin to slow.

Pop, pop, pop!Goes the popcorn.

We snuggle up under a warm blanket,

All our o us together on the couch.

We watch a movie.

We go to sleep.

Ahhhhhhhh!

We sleep in on Saturday morning.

1. What is one example o imagery in the poem?

.

2. Who is the speaker in this poem? How do you know?

.

A ree verse poem does not ollow set rules about rhyme or

rhythm. The speaker may be in irst person or third person. A

irst person speaker tells the poem rom his or her point o view

and uses the words I, my , and we. A third person speaker uses

the words he, she, and they . A ree verse poem uses imagery,

or words that create a picture in the reader’s mind.




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Prefixes

5IFQSFGJYFTSFVO NJTBOE QSFBSFXPSEQBSUTUIBUDBOCF

BEEFEUPUIFCFHJOOJOHPGBSPPUXPSE8IFOBQSFGJYJTBEEFE

UPBSPPUXPSEJUDIBOHFTUIFNFBOJOHPGUIFSPPUXPSE5IF

QSFGJYSFNFBOTiBHBJOuPSiCBDLu QSFNFBOTiCFGPSFuVO

NFBOiOPUPSPQQPTJUFuBOE NJTNFBOTiXSPOHu

SFBQQFBS SFBQQFBS NJTSFBE NJTSFBE

VOVTVBM VOVTVBM QSF QBZ QSFQBZ

"3FBEUIFXPSEXJUIUIFQSFGJY8SJUFUIFNFBOJOHPOUIFMJOF

QSFWJFX VODMFBS

NJTUSVTU SFQMBZ

#3FBEFBDITFOUFODF8SJUFUIFXPSEXJUIBQSFGJYUIBUNFBOT

UIFTBNFBTUIFXPSETJOQBSFOUIFTFT

*XJMMQBZCBDL UIFNPOFZ*PXF

0VSDMBTTJTOPUTVSF XIFSFUPHP

*BMXBZTTQFMMUIFXSPOHXBZ UIBUXPSE

8FXJMMCVJMEBHBJO PVSQMBZIPVTF

5IFOPUIBQQZ DIJMEDSJFEBOEDSJFE

.PNXJMMIFBUCFGPSF UIFPWFO




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198

Reading Strategy/

Reading Log


Making inerences will help you understand what you read. You should

support every inerence with details and evidence rom the text. Choosea text that you are reading this week. List details and an inerence that

you made.

Detail/Evidence

Detail/Evidence

Detail/Evidence

Inerence






Genre

Title Author

This Text Is About




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199

The letters c and g usually stand or a sot sound when they

are ollowed by the vowel letters e, i , or y . Read the ollowing

words. Notice the sot c or sot g sound in each.

gentle engine cell city

A. Underline the word in each sentence that has a sot c or g

spelling. Then circle the sot c and g in each word.

1. The lie cycle o a buttery begins with an egg.

2. We want to see an iceberg oating in the arctic waters.

3. The hot, dry desert is a danger to a hiker who is not prepared.

4. Many giant trees grow in the rain orest.

5. Some people build a ence to protect the owers and trees in

their yard.

B. Circle the words in each group that have a sot c or sot g sound.

6. central, nice, cute, cherry

7. gem, get, germ, garden

8. ghost, guess, stage, gesture

9. circle, can’t, celery, cactus

10. guppy, girae, gerbil, goldfsh

Phonics:

Soft c and g

,

,

,

Out of This World! • Grade 3/Unit 4




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A. Read the story. Then ill in each blank with the vocabulary

word rom the box that makes the most sense.

communicate responsible specialist research essential decisions

My class is divided into teams. Although each team is working on a

dierent project, we all are working the same way. First, we decide who

will be or getting the project done on time.

Since none o us is a in our subject, we all

need to learn more. So we start by doing .

We by speaking to one another or by e-mail

to share what we ind out. We igure out i there is additional

inormation that is or us to know. Then we

make about the next step to take. Working with a

team is an interesting way to share ideas and learn about new subjects.



1. specialist

2. decisions

3. essential

4. communicate

Vocabulary




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202

Sequence is the order in which the events happen. Signal

words such as first, next, then, last, finally, after, and before

help you identiy a sequence o events.

Read the passage. Think about the sequence o events. Answer the

questions.

Tyler and Grace got up early Saturday morning. First, Mom reminded

them to start their chores. Next, Grace washed the dishes and swept the

loor. Then Tyler raked the leaves and took out the trash. Mom and Dad

were very proud. Ater Tyler and Grace inished their chores, Mom wantedto give them a treat. Finally, they all went out or a bike ride.

1. What happened frst?

2. What did Grace do next? Then what did Tyler do?

3. What did Mom want to do ater Tyler and Grace fnished their chores?

4. What fnally happened?

Comprehension:

Sequence




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As you read Out of This World! The Ellen Ochoa Story , summarize

events to ill in the Sequence Chart.

How does the inormation you wrote on the Sequence Chart help you

better understand the main events in Out of This World!, The Ellen

Ochoa Story ?

Comprehension:

Sequence Chart




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Around the time the Pilgrims were landing in the New

10 World, the Russians were building the irst roller coaster.19 They built huge wooden slides. Then they poured water

28 on them. In the cold winter, the water turned to ice. Large

40 sleds would race down these icy slides.

47 More than 100 years later, Empress Catherine the

54 Great o Russia asked workmen to build her a special slide.

65 She wanted one that could be used in the summer. In 1784,

76 they built one that could be ridden on by a cart on wheels.

89 Many people think this was the irst real roller coaster.

99 An artist painted Empress Catherine’s slide. People

106 said that the artist’s work was it or a queen.

116 The irst American roller coaster was built in the

125 mountains o Pennsylvania. It was called the Mauch Chunk

134 Switchback Railway. 136

Comprehension Check

1. Compare and contrast the frst roller coaster in Russia with the

roller coaster built or Empress Catherine the Great. Compare

and Contrast

2. List one detail about Empress Catherine’s slide. Details


Errors=

WordsCorrect Score

First Read – =

Second Read – =

Fluency:

Pronunciation and

Phrasing




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205

Comprehension:

Theme of a Myth

A myth is a story that explains how something came to be. Its

theme is its central idea or message about lie. To igure out

the theme, look or supporting details about what the characters

do and say. To paraphrase the theme o a myth, look or the

supporting details and retell the theme in your own words.


Arachne was a young girl who was a very good weaver. Her work was

so lovely that people came rom miles away to see the beautiul pictures she

wove into her cloth. But Arachne was too proud. She boasted that she was abetter weaver than the goddess Athena, who was also a skilled weaver. This

angered Athena, so Athena visited Arachne. She warned the young girl that

she should not be so boastul. Arachne did not listen. She challenged Athena

to a weaving competition.

Arachne and Athena wove all day and night. When they had fnished, it

was clear that Arachne’s cloth was better than Athena’s. Arachne won the

challenge. However, Athena was urious. She turned Arachne into a spider to

punish her or her pride. This is how spiders came to be.

1. What is the theme o this myth?

2. Underline the supporting details that help tell you the theme.

3. Paraphrase the theme and supporting details o the myth.




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206

Read the poem. Underline the words or phrases that create

imagery. Then answer the questions.

The sun smiles at the lowers every morning.

When we walk outside, the grass waves across the park.

Then the sun goes down and the moon laughs with the stars.

The stars make the sky blink until the sun wakes up.

1. What words help you create a picture o the sun?

2. What words help you create a picture o the moon?

3. What words help you create a picture o the stars?

Imagery is the use o words to create a detailed picture in the

reader’s mind.

Literary Element:

Imagery




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207

A. Read each sentence. Rewrite each sentence. Replace the

boldace word with its synonym rom the box.

1. The doctor was a oot specialist.

2. A coat and hat are essential in the cold weather.

3. We make decisions about what we eat every day.

B. Circle the synonym or the underlined word in the sentences

below.

4. The giant tree stood thirty eet tall.

a. huge b. tiny c. brown

5. The neighbors were annoyed by the dog’s barking.

a. excited b. scared c. bothered

Synonyms are words that have similar meanings. You can look

up the word in a thesaurus and ind a amiliar synonym. You

can use synonyms to ind the meaning o an unamiliar word.


Synonyms

necessary choices expert




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208

Reading Strategy/

Reading Log


Ask questions to understand texts you read. Look in the text or acts


Who? What? When? The answers to these questions

are right there in the text.

Why? How? The answers to these questions

aren’t in the text. You use text acts

and details to igure out the answer.

What was the author’spurpose? Did the

author do a good job?

You look at text details and makea decision about how answer this

question.


details rom the text to answer them. Write your answers on another

paper.

1. Question

2. Question

3. Question






Genre

Title Author

This Text Is About




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A. Read each compound word. Write the two smaller words. Then

use the meaning o the smaller words to write the deinition o

the compound word.

Compound Word Two Words Defnition

bookcase 1.

tablecloth 2.

aternoon 3.

beekeeper 4.

bareoot 5.

A compound word is a large word made up o two smaller

words. You can use the meaning o the smaller words to help

you ind the meaning o the compound word.

Phonics/Word Study:

Compound Words

B. Write sentences or two o the compound words above.

6.

7.

Penguin Chick • Grade 3/Unit 5




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211

A. Choose a vocabulary word rom the box to complete the

sentences below correctly. Write the word on the line.

1. Peter Penguin’s ather instead o walks to keep

Peter’s egg rom breaking.

2. When Peter Penguin is born, he is covered in a sot

coat.

3. He stays with his ather to keep warm while the

winds blow.

4. It and whistles as it blows.

5. While penguin mothers look or ood, the athers gather together in a

to stay warm.

6. When the penguins are old enough, they play while

the adults look or ood.

B. Choose any our vocabulary words, and write a sentence or each

on the lines below.

7.

8.

9.

10.

down echoes ierce huddle junior shules

Vocabulary




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212

Comprehension:


The main idea is the most important point that an author wants

readers to understand. Authors do not always state the main idea.

Details are acts that explain the main idea. Look at the details.

See what they have in common to igure out the main idea.

Read the paragraph. Write three supporting details or the main

idea below. Then answer the question.

A seal pup weighs about 55 pounds (25 kilograms) at birth. In just ten

days, the pup doubles its weight. At seven weeks, it doubles its weight

again. How does this happen? Like all mammals, the pup drinks milk

rom its mother’s body. But seal milk is special. More than hal o it is at.

This helps the baby grow quickly.

Details:

1.

2.

3.

4. What do these details have in common?

Main Idea: Seal pups grow very quickly.




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Comprehension:


Chart

How does the inormation you wrote in your Main Idea and Details Chart help

you summarize Penguin Chick ?

As you read Penguin Chick , ill in the Main Idea and Details Chart.

Detail

Detail

Detail

Main Idea




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Fluency:

Pacing

As I read, I will pay attention to pacing.

A seal pup weighs about 55 pounds (25 kilograms)

7 at birth. In just ten days, the pup doubles its weight. At19 seven weeks, it doubles its weight again. How does this

29 happen? Like all mammals, the pup drinks milk rom

38 its mother’s body. But seal milk is special. More than

48 hal o it is at. This helps the baby grow quickly.

59 Ater two weeks, the mother gives her pup a

68 swimming lesson in the cold Arctic waters. The pup

77 shules to the water’s edge. The mother pushes her

86 young one into the water. Soon the pup is swimming. 96

Comprehension Check

1. How much would a seal pup weigh ater ten days? Draw Conclusions

2. How does a seal pup learn to swim? Main Idea and Details


Errors=

WordsCorrect Score

First Read – =

Second Read – =




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215

Comprehension:


The main idea is what a text is mostly about. Sentences in

each paragraph include supporting acts and details to tell

more about the main idea.

Read the passage. Then complete the items.

Texas is home to a special bird—the el owl. One thing that makes this

owl so special is its size. It grows to only about 6 inches long. It is one o the

smallest owls in the world. Like other owls, the el owl hunts at night and eats

insects, mice, lizards, and other small birds. Another interesting thing about

the el owl is how it protects itsel. When the el owl thinks it is in danger, ithides under its wing or “plays dead” until the danger is gone. Unlike many

other birds that make their own nests, the el owl preers to live in homes

made by other birds. You will oten fnd the el owl nesting in the old home

o a woodpecker in a cactus stalk, tree limb, or wooden pole or post.

1. What is the main idea o this passage?

2. Write three details that support this main idea.




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216

Literary Element:

Imagery

A. Read the poem. Then complete the chart.

Penguins

The penguin is a unny clown

Dressed up in black and white.

He slips and slides on glassy ice

And chatters with delight

Then zips and darts through deep blue sea

To catch a tasty bite.

Imagery Describing the

Penguin’s Appearance

Imagery Describing the

Penguin’s Movement

Imagery

Describing Nature

B. You have ive senses. To which o your senses does the poem

appeal?

Imagery is the use o words to create a picture in the reader’s

mind. Imagery can also appeal to the senses.




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Homographs are words that have dierent

meanings but the same spelling. The meaning

o a homograph depends on how it is used.

For example, the word down can mean two

dierent things.

The leaves on the tree began to all down.

When baby birds hatch, they are covered

with sot down.

A. Underline the context clues or the boldace homograph in

each sentence. Write its meaning.

1. Hold the snail in the palm o your hand.

2. We turned on the an because it was hot.

3. Palm trees grow in Caliornia and Florida.

4. A an likes to go to all the games.

B. Choose one homograph. Write sentences or each meaning.

5.

6.


Homographs




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218

Reading Strategy/

Reading Log

A. Reading Strategy: Summarize

Summarizing the most important ideas and details in the text will help

you understand what you read. When you summarize, keep the meaningo the text. Keep the details or events in the correct order. Choose a text

that you are reading this week, and complete the chart.

Important Event/Idea from the Text



Summary





Use your log to talk to others about what you read.

Genre

Title Author

This Text Is About




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219

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FOEPGBWFSCUPTIPXXIFOBOBDUJPOIBQQFOT

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BEEFTPSFE /PUJDFIPXUIFXPSEXPSSZ DIBOHFTUPXPSSJFT

BOEXPSSJFE8IFOBXPSEFOETJOBWPXFMBOEZ UIFTQFMMJOH

EPFTOPUDIBOHFBTJO QMBZ QMBZT QMBZFE

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XBTBEEFE

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.BSMBTHSBOENPUIFSEJTQMBZTIFSUFBDVQTPOBTIFMG

*IBWFUPXBJUVOUJMNZTIJSUESJFT

&WFSZNPSOJOH3BTIBESVOTUPUIFCVTTUPQ

#4PSUUIFWFSCTZPVVOEFSMJOFEBCPWFPOUIFDIBSU

JFE JFT T

Phonics/Word Study:

Inflectional Endings

Animal HomesGrade 3/Unit 5



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Phonics:


with Spelling Changes

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FE 'PSFYBNQMFXPSSZ XPSSJFTXPSSJFE,OPXJOHUIJTSVMF

XJMMIFMQZPVEFDPEFNVMUJTZMMBCJDXPSETGPSNFECZSPPUXPSET

FOEJOHJODPOTPOBOUQMVT Z

"$IBOHFUIFZ UPJ BOEBEEUIFJOGMFDUJPOBMFOEJOHUPFBDIXPSE

TVQQMZFE

JEFOUJGZFT

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BQQMZFT

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EFOZFE

#$JSDMFUIFXPSEUIBUFOETJOFTPSFE JOFBDITFOUFODF5IFO

XSJUFJUTSPPUXPSEPOUIFMJOF

)BWFZPVTUVEJFEGPSUIFTQFMMJOHUFTU

SPPUXPSE

)FOSZIVSSJFTIPNFFWFSZOJHIUUPTUVEZ

SPPUXPSE

Animal Homes Grade 3/Unit 5



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221

Phonics:



The inlectional endings -es and -ed can be added to the

end o a verb to show when an action happens. In verbs that

end in a consonant plus y , change the y to an i and add -es or

-ed . Knowing this rule will help you decode multisyllabic words

ormed by root words ending in consonant plus y .

A. Write the root word o each word below.

1. hurried

2. carries

3. replied

4. ried

5. multiplies

6. denies

7. tries

B. Choose a word rom above to complete each sentence below.

8. My little brother eating the last cookie.

9. Leah so that she wouldn’t miss the bus.

10. Each time Linda to ride a bike, she gets a little better.




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Phonics:




end o a verb to show when an action happens. In verbs that


-ed . When verbs end in a vowel plus y , add -s or -ed with no

spelling changes. Knowing these rules will help you decode

multisyllabic words ormed by root words ending in y .

A. Circle the correct inlectional ending or each root word, and write

the new word on the line. Look at the underlined letters to help

your decide whether you will need to change the y to an i .

1. rally -s -ies

2. hurry -ed -ied

3. worry -ed -ied

4. obey -s -ies

5. delay -ed -ied

6. carry -ed -ied

B. Use the words you made above to complete the sentences below.

7. Stormy weather the start o the game. Fortunately,

the ans umbrellas with them to the stadium.

8. The coach the team on the soccer feld. Each player

the coach’s instructions.

9. All through the game, Jerod about his lost dog. Ater

the game, he home to look or his pet.




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223

Phonics:




end o a verb to show when an action takes place. In verbs that


-ed . Knowing this rule will help you decode multisyllabic words

ormed by root words ending in consonant plus y .

Read each clue. Then choose one o the words below and use

it to complete the crossword puzzle ater changing the y to an i

and adding -es or -ed . The irst one is done or you.

marry supply deny study

identiy carry multiply

1. perorms a math unction 5. moves something while holding it

2. prepares or a test 6. became husband and wie

3. gave a name to something 7. rejected the truth o something

4. provided

pt im lu l i e s





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Word Study


224



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225

Fill in the blank with the correct vocabulary word rom the box.

Some words will be used more than once.

1. Animals are like because they build their

own homes.

2. Termites build tall .

3. Some study animal homes or ideas about solving

problems with buildings.

4. The tortoise digs a hole to keep cool.

5. A polar bear, however, needs a very dierent type o

.

6. I you come across a spider’s web, be careul because it may

an insect.

7. A turtle into its shell when it senses danger.

8. A hermit crab fnds in an empty shell.

architects shallow structures

contain retreats shelter

Vocabulary




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Expository noniction has inormation about a topic and oten

uses the description text structure. With this description, the

author classiies the acts and details to identiy characteristics

or qualities related to the topic. Signal words that point out

details that support the main idea or the description text

structure include for example and such as.

Read the passage below. Summarize it by writing the topic, the

main idea, and any supporting details on the lines.

Trees are important habitats or gray squirrels. For example, the young

are raised in holes in the trees while the older squirrels usually nest in piles

o leaves near the trees. The trees provide many sources o ood or the

gray squirrels such as acorns, hickory nuts, insects, lower buds, bark, and

roots. Trees are very important to the gray squirrel.

Topic:

Main Idea:

Detail:

Detail:

Detail:

Comprehension:

Description




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227

As you read Animal Homes, ill in the Description Web.

Topic

Main Idea

Detail

How does the inormation you wrote in this Description Web help you

summarize Animal Homes?

Detail

Comprehension:

Description Web




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228

As I read, I will pay attention to pacing and phrasing.

Many dierent kinds o animals build their own

8 homes. Their homes are structures that shelter them16 rom the cold and the rain. They are also places where

27 they can retreat rom danger. Beavers build lodges, bees

36 build hives, and birds build incredible nests where they

45 hatch their eggs and raise their babies.

52 Have you ever seen a bird’s nest? Some are made o

63 twigs and are round and shallow. Others are made o

73 grass and are long and deep. Still others are made rom

84 mud and look like small cups. There are even birds that

95 use their own saliva, or spit, when they build a nest.

106 Many birds’ nests contain eathers and hair. This makes the

116 nest a sot place or their babies, or chicks, to sleep. Birds

128 are some o the most amazing architects in the animal

138 world! 139

Comprehension Check

1. Compare and contrast dierent birds’ nests. Compare and Contrast

2. What does the word saliva mean? Context Clues


Errors=

WordsCorrect Score

First Read – =

Second Read – =

Fluency:

Pacing and Phrasing




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229

Comprehension:

Follow Directions

Directions tell you how to do something. Sometimes directions

include numbered steps to tell the sequence, or order, in

which things should be done. When ollowing directions, it is

very important to complete the steps rom irst to last. A list o

materials oten comes beore the steps in the directions.

A. Read the directions. Then answer the questions that ollow.

How to Grow a Sweet Potato Plant

Materials: glass jar, water, sweet potato, pot, toothpicks, soil

DirectionsStep 1: Stick three or our toothpicks into a sweet potato. Place the toothpicks sothat they will rest on the rim o the glass jar. The toothpicks should hold the sweetpotato a ew inches rom the bottom o the jar.Step 2: Fill the jar with enough water to cover only the bottom o the sweet potato.Step 3: Set the jar holding the sweet potato in a sunny place, such as a windowsill.Step 4: Check the jar every day and add water to cover the bottom o the potato.Step 5: Within two to three weeks, the sweet potato should sprout healthy rootsand leaves. Remove the sweet potato rom the jar.

Step 6: Plant the sweet potato in a pot with soil. Be sure to cover the sweet potatowith soil, but leave the leaves exposed.Step 7: You now have a sweet potato plant! Continue to water the plant and watchit grow!

1. What should you do beore you set the sweet potato in the jar?

2. When can you plant the sweet potato in a pot o dirt?

B. Now explain aloud to a classmate how to grow a sweet potato plant.




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Text Feature:

Directions

A. The directions or making a dragon puppet are written below,

but they are out o order. Next to each step, write a number

rom 1 to 6 to show the correct order.

Materials: colored paper, scissors, crayons

or markers, glue, and two straws

Cut out the head and tail, and glue one to each end o the body.

Finally, glue the straws onto the backs o the tail and body.

First, old a piece o paper in hal the long way. Cut along the

olded line.

Draw a head and a tail on another sheet o paper.

Then old each piece o paper like an accordion.

Glue the two olded pieces together to make a long body.

B. Now that you have igured out how to make a dragon puppet,

write the steps you would take to make an animal costume or

a costume party.

1.

2.

3.

4.

5.

Directions help you do something by ollowing steps in a

process. The steps are usually numbered so that you can easily

ollow each step rom irst to last.




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Homophones

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Reading Strategy/

Reading Log




that you are reading this week, and complete the activity.

1. Record important events or ideas rom the text.

2. Use your notes to summarize the text.

B. Independent Reading LogChoose something that you would like to read. Ater reading, complete




Genre

Title Author

This Text Is About




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Phonics:

Closed Syllables

A syllable is a word part with one vowel sound. Some

words have more than one syllable. When syllables end in

a consonant and have a short vowel sound, they are called

closed syllables.

Look or a vowel “closed in” by consonants to ind closed

syllables, as in sunset . Divide the syllables between the two

consonants to help you read the word.

A. Circle the words that have two closed syllables.

1. sudden agent 4. human upset

2. suspect ocus 5. ossil bonus

3. baby basket 6. basic plastic

B. Read each sentence. Underline the word with closed syllables.

Write it on the line then draw a line between the syllables.

7. Susie has a green basket.

8. The tunnel was dark and scary.

9. I have a cactus in my room.

10. Math is her best subject.

11. Tom is content to live in the city.

Call of the Wild • Grade 3/Unit 5



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Phonics:

Closed Syllables

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XPSEXJUIUXPDPOTPOBOUTJOUIFNJEEMFJTVTVBMMZEJWJEFEJOUP

TZMMBCMFTCFUXFFOUIFDPOTPOBOUT

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"%JWJEFUIFTFXPSETXJUIUXPDPOTPOBOUTJOUIFNJEEMFJOUP

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r

*TVTQFDUUIBUNZEBEBUFUIFMBTUQJFDFPGQJF

r




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*ONPTUDMPTFETZMMBCMFTUIFWPXFMIBTBTIPSUTPVOE"

XPSEXJUIUXPDPOTPOBOUTJOUIFNJEEMFJTVTVBMMZEJWJEFEJOUP

TZMMBCMFTCFUXFFOUIFDPOTPOBOUT

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TZMMBCMFTPOUIFMJOFT

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r

"MXBZTXFBSZPVSIFMNFUXIFOZPVSJEFZPVSCJLF

r

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Phonics:

Closed Syllables




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BDPOTPOBOUWPXFMDPOTPOBOU$7$QBUUFSO"XPSEXJUI

UXPDPOTPOBOUTJOUIFNJEEMFJTVTVBMMZEJWJEFEJOUPTZMMBCMFT

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"3FBEUIFXPSETCFMPX6OEFSMJOFUIFWPXFMDPOTPOBOU7$

DMPTFETZMMBCMFT$JSDMFUIFDPOTPOBOUWPXFMDPOTPOBOU$7$

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QBSBHSBQICFMPX5IFOXSJUFUIFTZMMBCMFTGPSFBDIXPSEZPV

DJSDMFEPOUIFMJOFTCFMPX

My dad and I decided to have a picnic dinner. We packed a basket ull

o ood. We also put in plastic plates and paper napkins. Then we ate ourmeal while we watched the sunset.

r

r

r

r

r

r

Phonics:

Closed Syllables




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A syllable is a word part with one vowel sound. A closed

syllable ends with a consonant. A closed syllable might have a

vowel-consonant (VC) pattern or a consonant-vowel-consonant

(CVC) pattern. A word with closed syllables is usually divided

into syllables between two consonants.

A. Circle the words that are divided into syllables correctly.

1. cont•est con•test 2. cac•tus cact•us

3. si•gnal sig•nal 4. ind•ex in•dex

5. all•en al•len 6. prob•lem pro•blem

B. Complete each sentence by circling the correctly divided word.

7. An ant is a kind o .

ins•ect in•sect

8. Stephen was when he lost the race.

up•set ups•et

9. Should we get a dog or a or a pet?

rabb•it rab•bit

10. All o a , it started to rain.

sud•den su•dden

Phonics:

Closed Syllables




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Vocabulary


vocabulary word rom the box.

crucial adjust survive source unpredictable

Sometimes the weather can be . Weather

changes can cause problems or animals in the wild. The animals have

to to changes in temperature. I the weather gets

too cold, the animals need to ind ways to .

Some animals may huddle together. Staying close to each other provides a

o heat. It is or the

animals to ind shelter so they can be sae rom the cold. Since animals are

clever, they usually ind ways to adapt to any weather.

B. Use the context clues in the story to write the deinitionso the vocabulary words. Use a dictionary to check your

answers.

1. crucial

2. adjust

3. survive

4. source

5. unpredictable




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Comprehension:

Cause and Effect

• A cause is an event or an action that makes something

happen. An eect is something that happens because o an

event or an action. To ind an eect, ask what happened? To

ind a cause, ask why did it happen?

• To identiy cause and eect, look or signal words, such as

cause, effect , because, due to, since, if , and when.

Read this paragraph and answer the questions below.

Animals oten have to move because o changes in their habitat. When

trees are cut down, birds can lose their nesting places. They move to a newplace where there are more trees to nest in. In dry weather, ponds sometimes

dry up. Because some animals like rogs need water to survive, they move

to fnd a place with water. When people build more homes in an area, there

are ewer places where animals can fnd ood and water. This causes the

animals to move to places where they can get what they need to survive.

When animals move to a new area, they can cause problems or the plants

and animals that already live there.

1. Why do animals have to move?

2. What happens to birds when trees are cut down?

3. Why do rogs have to move?

4. What happens when people build more homes?




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Comprehension:

Cause and Effect

Chart

As you read Call of the Wild , ill in the Cause and Eect Chart.

How does the inormation you wrote on the Cause and Eect Chart

help you better understand Call of the Wild?

Cause Effect




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Fluency:

Phrasing


Winds scream. Rain pelts down. Buildings shudder.

7 Trees sway back and orth. Branches break and all to the18 ground. It’s a hurricane!

22 You’ve probably seen pictures or images o hurricanes

30 in a newspaper or on TV. What makes a storm a hurricane?

42 A hurricane is a storm with very strong winds and

52 heavy rain. It starts over warm waters in an ocean. The

63 storm might take the shape o a circle or an oval. It can be

77 up to 400 miles (640 km) wide.

82 How do people prepare or hurricanes? How do

90 “hurricane heroes” do their work? They do their jobs in

100 oices and shelters. They are important beore, during, and

109 ater a big storm. They help save lives.

117 How do people ind out i a bad storm is coming?

128 Air Force pilots called hurricane hunters ly into the

137 eye o the storm. 141

Comprehension Check

1. What is a hurricane? Main Idea and Details

2. Who are hurricane hunters? Main Idea and Details


Errors=

WordsCorrect Score

First Read – =

Second Read – =




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Comprehension:

Text Features

You can use text eatures to locate and understand inormation

in a text. Text eatures include boldace type, headings, key

words, and italics. You can also use text eatures to make and

veriy predictions about a text.

A. Skim the text eatures below. Then answer the question.

1. What do you predict that this announcement will tell you?

B. Read the announcement. Then answer the questions that ollow.

AUDITIONS

Mr. Jeswick will hold auditions, or tryouts, or roles in the upcoming play

“One Smart Cookie.” Auditions will be fro 3 to 4 p.m. on Seteber

13, in the cafeteria. Understudies, or people who replace actors in an

emergency, will also be chosen.

Overview of the Play “One Smart Cookie” tells the story o girl namedMaria who bakes cookies and solves mysteries. When an old clock goes

missing, Maria cracks a ew eggs, stirs up a mess, and inds the thie.

Roles Maria, a third-grade student; Mr. Cohen, Maria’s neighbor; Evan,

Maria’s riend; Mr. Ito, the letter carrier; and Pepper, Maria’s dog.

2. Circle the heading under which you’d learn what the play is about.

3. Why is it helpul to use italics?

4. Read your answer to question 1. Was your prediction correct? Explain.




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Study Skill:

Skim and Scan

Skim means to read over a passage quickly to identiy the

main ideas. Scan means to search through a passage or key

words or ideas. Skimming and scanning can help you locate

inormation when you do research.

Skim and scan the passage to help you answer the

ollowing questions.

Is Earth Too War?

The earth is warming quickly. This causes problems or all living things.Sea ice in the Arctic is melting about three weeks earlier than it did 30

years ago. This is not good or the people who live there. Their homes are

damaged by the melting ice. They also have ewer animals to hunt or ood.

Polar bears, seals, and other arctic animals are having problems, too. The

ice cap is getting smaller, so there is less room or them to live. Their ood

supply is disappearing, so they have to move to new places to ind ood.

1. What is the topic o the frst paragraph?

2. What key words do you see in the heading?

3. Draw a circle around the key words in the passage.

4. What is the topic o the second paragraph?




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Synonyms

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PGUFOVTFTZOPOZNTBTDPOUFYUDMVFT"UIFTBVSVTDBOBMTPIFMQZPV

GJOETZOPOZNTGPSBOFXXPSE

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JOEBSLUZQF8SJUFUIFTZOPOZNPOUIFMJOFQSPWJEFE

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SJHIUDPOEJUJPOTUIFQMBOUTXJMMHSPX

4ZOPOZN

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TBEUPTFFIPXNVDIUIFZESPPQFECZUIFFOEPGUIFXFFL

4ZOPOZN

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HBSEFOFSTUIJOLDBUFSQJMMBSTBSFQFTUT

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#6TFBUIFTBVSVTUPIFMQZPVGJOETZOPOZNTGPS adaptBOE

harvest8SJUFBTFOUFODFGPSFBDITZOPOZNUPTIPXJUT

NFBOJOH




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Reading Strategy/

Reading Log




that you are reading this week, and complete the activity.

1. Record important events or ideas rom the text.

2. Use your notes to summarize the text.

B. Independent Reading LogChoose something that you would like to read. Ater reading, complete




Genre

Title Author

This Text Is About




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When added to the end o a verb, the inlectional endings -s,

-es, -ed , and -ing show when action happens, as in: He calls

his sister often; He called yesterday ; He is calling right now .

I a word ends in a consonant and e, drop the e beore adding

-ed or -ing, as in decided, deciding. I a word ends in a vowel

and consonant, such as in rip, double the inal consonant

beore adding -ed or -ing: ripped, ripping.

A. Underline the word or words in each sentence with the

endings -s, -es, -ed , or -ing.

1. Dad is naming our new dog Spike.

2. My brother dropped a penny in the well.

3. I am wrapping a present or Mom.

4. My brother washes the dishes ater dinner.

5. The kitten pushes the toy across the loor.

6. Patty stomps in the puddle to make a splash.

7. The school bus moves slowly through the snow.

8. Rashid decided to walk home rom school.

B. Sort the underlined words above on the chart.

-s -es -ed -ing

Phonics/Word Study:


Wilbur’s Boast • Grade 3/Unit 5



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Phonics:



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BSPPUXPSE

FE QBTUUFOTF JOHQSFTFOUUFOTF

BCMFBOBCJMJUZUPPSBDBQBCJMJUZUPEPTPNFUIJOH

4PNFSPPUXPSETIBWFTQFMMJOHDIBOHFTXIFOBOFOEJOHJT

BEEFE*GBXPSEFOETJOBDPOTPOBOUBOEFESPQUIFFCFGPSF

BEEJOHUIFFOEJOH*GBXPSEIBTUIF$7$QBUUFSOEPVCMFUIF

GJOBMDPOTPOBOUCFGPSFBEEJOHUIFFOEJOH

VTFVTFEVTJOHVTBCMF SJQSJQQFESJQQJOHSJQQBCMF

$IPPTFUIFSPPUXPSEGSPNUIFCPYUIBUNBLFTUIFNPTUTFOTFJO

FBDITFOUFODF"EEUIFFOEJOHJOQBSFOUIFTFTUPUIBUSPPUXPSE

8BUDIGPSTQFMMJOHDIBOHFT5IFOXSJUFUIFXPSEXJUIUIFFOEJOH

POUIFMJOF

TUPQ UBH TPMWF KPH CBLF

+FSFNZFE BSPVOEUIFQPOEZFTUFSEBZ

8FBSFJOH CSFBEUPFBUXJUITVQQFSUPOJHIU

5IFCJDZDMFTFE BUUIF SFE MJHIUUIFSFE MJHIUSFEMJHIU

1MFBTFDIPPTFàWFBCMF NBUIQSPCMFNTGPSZPVS

IPNFXPSLUPOJHIU

*NiJUuCFDBVTF.JBFE NF




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"EEUIFFOEJOHTFE JOHBOEBCMFUPFBDISPPUXPSECFMPX

8BUDIGPSTQFMMJOHDIBOHFT5IFOXSJUFBTFOUFODFJODMVEJOHPOF

PGUIFGPSNTPGUIFXPSE

TJQ

NJY

MJWF

XBML

JHOPSF

Phonics:




BSPPUXPSE











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BSPPUXPSE








"$JSDMFUIFXPSETUPXIJDIUIFFOEJOHTFE JOHBOEBCMF

IBWFCFFOBEEFEDPSSFDUMZ5IFODPSSFDUUIFTQFMMJOHPGUIF

PUIFSXPSETBOEXSJUFUIFNPOUIFMJOFT

TDBSFTDBSFJOH XBWFXBWFE

OBQOBQQJOH KPLFKPLJOH

USBQUSBQQFE MPWFMPWBCMF

TLJQTLJQBCMF IVHIVHFE

#$PNQMFUFFBDITFOUFODFCZXSJUJOHUIFDPSSFDUGPSNPGUIFXPSE

POUIFMJOF

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IJN.BY

.BYTUBSUTXBH IJTUBJMXIFOFWFSIFNFFUTTPNFPOFOFX

Phonics:






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"8SJUFUIFSPPUXPSEPGFBDIPGUIFXPSETCFMPX

TOFF[JOH SIZNFE

NBQQFE MJLBCMF

TXJNNJOH DMBQQFE

TLBUFE ESVNNJOH

HSJOOJOH CBLFE

#$IPPTFBXPSEGSPNUIFMJTUBCPWFUPDPSSFDUMZDPNQMFUFFBDI

TFOUFODF

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*MPWF JOUIFMBLFEVSJOHTVNNFSWBDBUJPO

%BEJTBMMFSHJDUPDBUT8IFOFWFSIFTBSPVOEUIFNIFDBOUTUPQ

Phonics:



&OEJOHTTVDIBTFE JOHBOEBCMFDIBOHFUIFNFBOJOHPGB

SPPUXPSE











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Fill in each blank with the vocabulary word rom the box that

makes the most sense. Some words may be used more than once.

Whenever you read a between two animals, you

know that you are reading a antasy. My riend wrote a story about

a peacock that would not stop about his beautiul

tail eathers. The peacock’s bragging was suddenly

by a noisy bluebird. The bird complained that last night’s storm had blown

his nest out o the tree. Now he had to ind twigs and grasses to

the nest. The peacock the

opportunity to spread his eathers and sway back and orth with his head

held high. He kept about how grand he looked. The

bluebird just lew away.

Then a squirrel by and sat in ront o the

peacock. “Watch me. I bet you can’t do this,” he said, as he juggled ive

acorns high in the air. The peacock said, “What a show-o you are!

Stop your !”

Vocabulary

boasting conversation interrupted

seized rebuild scrambled




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Mike Drake worked as the night custodian at Riverside School. Each

night, he went rom classroom to classroom, mopping and cleaning. Mike

liked to take his late-night snack break when he got to Room 4. While he

ate his snack, he taught Artie, the Room 4 parakeet, to talk. He gave Artie

a lesson almost every night.

“Yoo-hoo, Artie.” Mike seized the cover o the parakeet’s cage and

pulled it o. “It is your good buddy, Mike. How is my pretty bird?”

Mike always interrupted Artie’s sleep. Artie was never prepared or this

nightly wake-up call. He blinked and looked around.

“Artie, are you ready or your vocabulary lesson?” asked Mike.

“Okay,” said Artie. He hopped onto his swing and began to sway.

“Who is that pretty bird?” said Mike. “What is that pretty bird’s name?”

“R-T,” said Artie. The swing squeaked as it moved back and orth.

1. How does Mike eel about Artie, the parrot? How do you know?

2. Why does Mike eat his late-night snack in Room 4? How do you know?

To draw conclusions, readers can use story clues to come to a new

understanding o a character in the story.

Comprehension:

Draw Conclusions




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Comprehension:

Draw Conclusions

Chart

As you read Wilbur’s Boast , ill in the Draw Conclusions Chart.

How does the inormation you wrote in this Draw Conclusions Chart

help you understand plot development in Wilbur’s Boast ?

Detail

Detail

Detail

Conclusion




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Fluency:

Pacing and Phrasing

As I read, I will pay attention to pacing and phrasing.

Mike Drake worked as the night custodian at Riverside School.

10 Each night, he went rom classroom to classroom, mopping and20 cleaning. Mike liked to take his late-night snack break when he got

32 to Room 4. While he ate his snack, he taught Artie, the Room 4

44 parakeet, to talk. He gave Artie a lesson almost every night.

55 “Yoo-hoo, Artie.” Mike seized the cover o the parakeet’s cage

65 and pulled it o. “It is your good buddy, Mike. How is my pretty

79 bird?”

80 Mike always interrupted Artie’s sleep. Artie was never prepared

89 or this nightly wake-up call. He blinked and looked around.

99 “Artie, are you ready or your vocabulary lesson?” asked Mike.

109 “Okay,” said Artie. He hopped onto his swing and began to sway.

121 “Who is that pretty bird?” said Mike. “What is that pretty bird’s

133 name?”

134 “R-T,” said Artie. The swing squeaked as it went back and

145 orth. 146

Comprehension Check

1. Why does Mike Drake like to take his snack break in Room 4? Plot

2. What does the word seized mean? Context Clues


Errors=

WordsCorrect Score

First Read – =

Second Read – =




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Comprehension:

Theme of a Fable

A able is a story that teaches a lesson and oten has animal

characters that talk and act like people. Its theme is its central

idea or lesson about lie. To igure out the theme o a able, look

or supporting details about what the characters do and say. To

paraphrase the theme o a able, look or the supporting details

and retell the theme in your own words.

Read the able. Then answer the questions.

Once there was a dog who was carrying a bone. As he walked across a

bridge, the dog saw his own reection in the river below. He thought thathe was seeing another dog with a bone in its mouth. The other dog’s bone

looked bigger and tastier. Wanting the other dog’s bone as well, the dog

began to bark at the reection below and dropped his own bone in the water.

Then the dog realized that he had been a ool, barking at his own reection.

Having lost his bone or good, the dog walked sadly and hungrily home. He

had learned the hard lesson that by being greedy, one risks losing what one

already has.

1. Circle the stated theme, or lesson about lie, in the able.

2. Underline two details rom the tale that support the theme.

3. Paraphrase the theme and supporting details o the able.




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Literary Element:

Personification and

Moral

Personiication is when an animal or thing is given human

characteristics. It creates a picture or graphic visual experience

or the reader. Examples:

a talking tree a smiling sun

a rog that swings on a trapeze a cow that sings

Fables are stories that teach a lesson and oten have animal

characters that talk and act like people.

A moral is a lesson that a able teaches. The reader can apply

a moral to his or her own personal experiences.

Read the able below. Then answer the questions.

One day an ant was drinking rom the river. He ell in and was carried

along by the stream. A dove saw the ant and threw a twig into the water.

The ant crawled onto the twig and made it saely to the bank o the river.

“Thank you,” said the ant. “You saved my lie.” Soon ater, the ant spotted

a hunter who was aiming his rile toward the dove. The ant crawled ontothe hunter’s oot and bit him hard. The hunter dropped his rile. The dove’s

lie was saved.

1. How does the author use personifcation in the able?

2. What is the moral o this story?

3. What words in the story create a picture or the reader?




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Prefixes

re -, un -, dis -, pre -

The preixes re-, un-, dis-, and pre-, are word parts that can

be added to the beginning o base words to orm new words

with new meanings. The preix re- means “to do again,” pre-

means “beore,” and dis- and un- mean “not or opposite.”

re + appear = reappear means “to appear again”

un + even = uneven means “not even”

dis + order = disorder means “not in order”

pre + cut = precut means “to cut beore”

Underline the word in each sentence that contains a preix. Thendeine the word on the line provided.

1. I need to preheat the oven beore I start baking.

2. It would be good or my owner to train me so I do not disobey him.

3. I will need to retrain my owner.

4. I know that my kind owner would never be unhappy enough to sell me.

5. I love to go with my owner when he drives to the recycling center with

used cans and bottles.

6. I hope that she will uncover my dish beore she puts it on the oor.




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Reading Strategy/

Reading Log




that you are reading this week, and complete the chart.




Summary






Genre

Title Author

This Text Is About




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A syllable that ends in a consonant is called a closed syllable.

The vowel in a closed syllable usually has a short vowel sound.

Examples: sug / gest ex / pert

Every syllable in a word has only one vowel sound. When a

syllable ends in a vowel, it has the consonant-vowel pattern. It

is called an open syllable and usually has a long vowel sound.

Examples: ba / by e / male

Divide each underlined word into syllables by drawing a line

between the syllables. Then write whether the irst syllable in

each word is an open or a closed syllable.

1. Tigers have traits that help them survive.

2. Many interesting animals live in the Southwest region o the United

States.

3. Some o the animals can be lazy.

4. At night, some o the mammals hunt rodents or ood.

5. Very large spiders live in the Southwest.

6. Some reptiles that live in the Southwest are poisonous.

7. Some o the desert animals protect themselves in ways that are

dangerous to humans.

Phonics:

Open Syllables

Unique Animals of the SouthwestGrade 3/Unit 5



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Phonics:

Open Syllables


syllable ends in a consonant-vowel (CV) pattern, it is called an

open syllable. It usually has a long vowel sound, as in ba•by.

A. Draw a line to divide each word into syllables. Then circle the

open syllable in each word.

1. fnal 2. siren

3. emale 4. robot

5. avor 6. music

7. ever 8. human

B. Choose a word rom the list above that best completes each

sentence.

9. What o juice do you think tastes best?

10. We could hear the fre truck’s loud coming down thestreet.

11. I love dancing to the beat o the .




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Circle the open syllable in each word. Write the syllables on the

lines. Then use the word in a sentence.

1. spider

2. open

3. writer

4. pilot

5. table

Phonics:

Open Syllables







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A. Circle the words that are divided into syllables correctly.

1. crea•te cre•ate 2. be•have beha•ve

3. sil•ent si•lent 4. e•ven ev•en

5. ov•er o•ver 6. pre•pare prep•are

7. pot•a•to po•ta•to 8. be•lieve bel•ieve

B. Complete each sentence by circling the correctly divided word.

9. I like to eat a .

to•mat•o to•ma•to

10. You must be in the library.

qui•et qu•iet

11. The ew the airplane.

pil•ot pi•lot

12. Thank you or holding the door .

op•en o•pen

Phonics:

Open Syllables







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Phonics:

Open Syllables




A. Draw a line to divide each word into syllables. Then circle the

open syllable in each word.

1. robots

2. program

3. amous

4. basic

5. acorn

B. Choose a word rom above that best completes each sentence.

6. We saw a singer at the state air.

7. Ms. Clancy’s class will be on a television about

schools.

8. It is easy to make a picture rame i you ollow these fve

steps.

9. Factories sometimes use to do jobs that people

can’t do.

10. The squirrel was eating an .




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related to emales identical sight odor venom

Animals may seem to be alike in many ways, but they are not

. Males and o a

species look similar, but most emales are smaller. Animals that are

one another, such as dogs and wolves, are

also alike in some ways. How animals are alike is not always clear

at irst . One way they’re alike is that they

all have ways to protect themselves. Some animals spray a horrible

to keep their enemies away. Others bite enemies

and passes into the enemy’s body.

B. Use the context clues in the story to write the deinitions o the


1. identical

2. odor

3. venom

4. sight

5. emales

6. related to

Vocabulary




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When you compare and contrast two things, you show how

they are alike and how they are dierent. When comparing two

things, look or signal words, such as like, just as, similar,

both, also, and too. When contrasting two things, look or

signal words, such as different, but, and on the other hand .

Comprehension:

Compare and Contrast

Read this paragraph and answer the questions below.

The desert is home to many dierent kinds o animals. Each o the

animals has special traits that help it survive in its habitat. Reptiles,

such as desert tortoises, snakes, and lizards all live in the desertSouthwest. These are all cold-blooded animals, but they need

dierent kinds o ood to survive. The desert tortoise eats plants, while

the snakes and lizards eat other animals. Both roadrunners and white-

nosed coatis are desert animals with long tails that help them survive.

The roadrunner’s tail helps it balance when it runs. On the other hand,

the coati’s tail helps it balance in the trees it climbs.

1. In what way are all the desert animals alike?

2. In what way are desert tortoises, snakes, and lizards alike?

3. In what way are desert tortoises, snakes, and lizards dierent?

4. How are roadrunners and white-nosed coatis alike?




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Comprehension:

Venn Diagram

A s y o u r e a d U n i q u e A n i m a l s

o f t h e S o u t h w e s t , f i l l i n t h e V e n n d i a g r a m .

H o w d

o e s t h e i n f o r m a t i o n y o u

w r o t e i n t h e V e n n d i a g r a m h e l p y o u

b e t t e r

u n d e r s t a n d U n i q u e A n i m

a l s o f t h e S o u t h w e s t ?




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As I read, I will pay attention to intonation.

During the time o the American colonies very ew people

10 could vote. You had to be a rich white man who owned land.23 Back then, leaders elt that voting was too important to be

34 let to just anyone. These men elected others who were very

45 much like themselves.

48 This system continued on even ater the United States became

58 a ree nation.

61 In the 1820s, some states began changing the rules. Voters

70 did not have to own property anymore—but they still had to

82 be white males.85 By the 1840s all white men were automatically allowed to

94 vote. But women couldn’t vote. Neither could Arican American

103 people.

104 In 1863, slavery ended. In 1870, the Fiteenth Amendment to

112 the Constitution gave Arican American men the right to vote.

122 This was an important historical event. But not all Southern

132 states wanted to share power with Arican Americans. So some states

143 set up ways to keep Arican Americans rom voting. 152

Comprehension Check

1. Who can vote now? Main Idea and Details

2. What historical event allowed Arican American men the right to vote?



Errors=

WordsCorrect Score

First Read – =

Second Read – =

Fluency:

Intonation




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Comprehension:

Draw Conclusions


Stargazing may sound easy, but it takes more than looking up at the night

sky. Three things aect a stargazer’s ability to see stars: the phase o the

moon, the stargazer’s location, and weather conditions. Light rom a ull

moon makes stars difcult to see. City lights have the same eect. Clouds

can hide stars at night. Strong winds can make stars look blurry and make

them appear to twinkle.

1. What eect do city lights have on a stargazer’s ability to see stars? What

inormation in the passage helps you draw this conclusion?

2. When is the best time to view stars? What inormation in the passage

helps you draw this conclusion?

3. Where is the best location to view stars? Support your conclusion with

evidence rom the text.

When you draw conclusions you use what you already know

and what you read to make decisions.




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To make a prediction, you can use oreshadowing.

Foreshadowing are hints and details writers use to tell about

events that may happen later in a story. For clues, look at the title

and story details.

Why Bear Has No Tail

At a time long ago, Bear had a ine-looking, long, glossy tail. He

thought it was the most amazing tail any animal could have. The animals,

including Fox, who was very tricky, thought Bear was very vain, but they

didn’t want to anger him. So they all agreed that his big, black, shiny tail

was the most beautiul they’d ever seen.

2. What do you think may happen next?

3. Circle the story details that oreshadow what may happen.

One rosty winter’s day, Bear went trudging down to the stream. Fox was

sitting on the ice, surrounded by ish. Fox knew that Bear was hungry. He

told Bear to put his beautiul tail in the water to catch a ish. A huge ishsaw Bear’s tail and bit it o. That’s how Bear lost his tail.

4. Were your predictions correct? Explain.

Literary Element:

Foreshadowing

A. Read the story title. Then answer the question.

1. What do you predict this story will be about?

B. Answer the questions as you read the rest o the story.




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A. Use the two dictionary entries to answer the questions below.

com•mon (kom´әn) adjective 1. Happening oten; amiliar;usual: Snow is common here inthe winter. 2. Belonging equallyto all; shared by all alike: It iscommon knowledge that theearth is round. 3. Ordinary;

average: The dandelion is a

common weed.

con•use (kәn uz´) verb 1. To mix up: That street signconfuses drivers and causesthem to take a wrong turn. 2. To mistake or another; notsee the dierence between:

People are always confusingthe twins.

1. How many syllables are in common?

2. What is the pronunciation or confuse?

B. Write the correct meaning or the underlined word.

3. Brown eyes are common in my amily.

4. An animal can conuse its enemy by changing direction quickly.

Vocabulary Strategy

Dictionary

Use a dictionary to ind the meaning o unamiliar words.




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Reading Strategy/

Reading Log


Ask questions to understand texts you read. Look in the text or acts


Who? What? When? The answers to these

questions are right there in

the text.

Why? How? The answers to these

questions aren’t in the text.

You use text acts and detailsto igure out the answer.

What was the author’s

purpose? Did the author do a

good job?

You look at text details and

make a decision about how to

answer this question.



1. Question

2. Question

3. Question




meaning o the text. Keep the details or events in the correct order.Use your log to talk to others about what you read.

Genre

Title Author

This Text Is About




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Read each sentence. Underline a word in each sentence that

contains a preix. Then write the meaning o the new word.

1. When you unscramble the letters, ipxref , you get the word prefix .

2. I have to rewrite all o my notes.

3. We will preview a children’s flm about animals.

4. It is important to train dogs that disobey commands.

5. Learning about an animal’s behavior beore touching it is a good

precaution to take.

6. Finding a wild tiger is uncommon in the United States.

A preix is a word part that can be added to the beginning o a

root word to orm a new word with a dierent meaning.

Preix Meaning + Root Word New Word

dis- not or opposite dis + like dislike

pre- beore or ahead o time pre + school preschool

un- not or opposite un + lucky unlucky

re- again re + learn relearn

Phonics/Word Study:

Prefixes

Stone Soup • Grade 3/Unit 6



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Phonics: Prefixes

"EFSJWBUJPOBMBGGJYJTBXPSEQBSUBEEFEUPBSPPUXPSEUIBU

DIBOHFTJUTNFBOJOH"QSFGJYJTBEFSJWBUJPOBMBGGJYBEEFEUP

UIFCFHJOOJOHPGBXPSE5IFQSFGJYFTEJTBOEEFNFBOiOPUuPS

iPQQPTJUFPGu5IFQSFGJYEFBMTPNFBOTiSFNPWFuPSiUBLFBXBZu

"$JSDMFUIFQSFGJYJOUIFGPMMPXJOHXPSET5IFOXSJUFUIFSPPUPS

CBTFXPSEPOUIFMJOF

EJTMJLF EFGPSN

EFBDUJWBUF EJTBHSFF

EJTIPOFTU EJTDPOUJOVF

EFDPEF EFDPNQPTF

EFGFOE EJTBQQFBSFE

#$IPPTFBXPSEGSPNUIFMJTUBCPWFUPDPNQMFUFFBDI

TFOUFODF6TFUIFDMVFJOQBSFOUIFTFTUPIFMQZPV

*EPOPUMJLF XBMLJOHJOUIFSBJO

5IFEFUFDUJWFTOFFEFEUPUBLFBXBZUIFDPEF UIF

NFTTBHFCFGPSFUIFZDPVMETPMWFUIFNZTUFSZ

5IFNBHJDJBOTUSJDLNBEFJUMPPLBTUIPVHINZXBUDIPQQPTJUFPG

BQQFBSFE

*UTIBSEUPUSVTUOPUIPOFTU QFPQMFCFDBVTFUIFZEPOU

BMXBZTUFMMUIFUSVUI

5IFIPUTVODBVTFEUIFXBYTDVMQUVSFUPNFMUBOEPQQPTJUFPGGPSN




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Phonics: Prefixes

"EFSJWBUJPOBMBGGJYJTBXPSEQBSUBEEFEUPBCBTFPSSPPUXPSE

UIBUDIBOHFTJUTNFBOJOH"QSFGJYJTBEFSJWBUJPOBMBGGJYBEEFEUP

UIFCFHJOOJOHPGBXPSE

1SFGJY .FBOJOH

EJTVO OPUPQQPTJUFPG

EF PQQPTJUFPGUBLFBXBZPSSFNPWF

QSF CFGPSFPSBIFBEPGUJNF

SF BHBJO

"$JSDMFUIFXPSETUIBUIBWFBQSFGJYNFBOJOHiOPUuiPQQPTJUF

PGuPSiUBLFBXBZu 6OEFSMJOF UIF XPSET UIBU IBWF B QSFGJYBXBZu 6OEFSMJOF UIF XPSET UIBU IBWF B QSFGJYu6OEFSMJOFUIFXPSETUIBUIBWFBQSFGJY

NFBOJOHiCFGPSFuPSiBIFBEPGUJNFu

EJTBQQFBS VO[JQ

QSFIFBU QSFDPPL

EJTPCFZ SFUSBDF

SFXPSL EFGSPTU

#-PPLBUUIFXPSETBCPWFUIBUZPVEJEOPUDJSDMFPSVOEFSMJOF

8IBUQSFGJYEPUIFZIBWF

8IBUEPFTJUNFBO

$'SPNUIFMJTUBCPWFDIPPTFBXPSEXJUIUIFQSFGJYEFPSEJT

UPDPNQMFUFUIFTFOUFODFT

8FXBUDIFEUIFTVO CFIJOEBDMPVE

:PVNVTU UIFGSP[FODIJDLFOCFGPSFJUDBOCFDPPLFE

.ZEPHTTPNFUJNFT NFBOECBSLBUQFPQMF




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Phonics: Prefixes

$JSDMFUIFQSFGJYJOFBDIXPSE8SJUFUIFNFBOJOHPGFBDIXPSE

SFXBTI *IBEUPSFXBTINZDMPUIFTBGUFS*GFMMJOUIFNVE

SFXBTINFBOT

QSFWJFX 8FDBOXBUDIBQSFWJFXGPS UIFOFXNPWJFCFGPSFJUDPNFTUP

UIFBUFS

QSFWJFXNFBOT

VOXSBQ .ZNPNXJMMMFUNFVOXSBQNZCJSUIEBZHJGUBUUIFQBSUZ

VOXSBQNFBOT

VOIBQQZ #PCCZXBTVOIBQQZXIFOIFNJTTFEUIFCVTBOEXBTMBUFGPS

TDIPPM

VOIBQQZNFBOT



UIFCFHJOOJOHPGBXPSE

1SFGJY .FBOJOH

EJTVO OPUPQQPTJUFPG



SF BHBJO




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Phonics: Prefixes

"$JSDMFUIFQSFGJYJOFBDIXPSE5IFOESBXBMJOFUPUIFXPSET

NFBOJOH

EFGSPTU B MPPLBUCFGPSFIBOE

VODPNGPSUBCMF CDPOOFDUBHBJO

SFDPOOFDU D PQQPTJUFPGPSEFS

QSFWJFX EOPUDPNGPSUBCMF

EJTPSEFS F UBLFBXBZGSPTUPSJDF

#6TFDPOUFYUDMVFTBOEXIBUZPVLOPXBCPVUUIFNFBOJOHPG

QSFGJYFTUPXSJUFUIFNFBOJOHPGFBDIVOEFSMJOFEXPSECFMPX

8FIBWFUPQSFIFBUUIFPWFOCFGPSFXFCBLFUIFDBLF

8FIBEUPEJTBTTFNCMFNZCJLFBOEUIFOQVUJUCBDLUPHFUIFSBHBJO

1MFBTFSFSFBEUIFEJSFDUJPOTJGZPVEPOUVOEFSTUBOEUIFNUIFàSTUUJNF



UIFCFHJOOJOHPGBXPSE

1SFGJY .FBOJOH

EJTVO OPUPQQPTJUFPG



SF BHBJO

EFGSPTU B MPPLBUCFGPSFIBOE

VODPNGPSUBCMF CDPOOFDUBHBJO

SFDPOOFDU D PQQPTJUFPGPSEFS

QSFWJFX EOPUDPNGPSUBCMF

EJTPSEFS F UBLFBXBZGSPTUPSJDF

#6TFDPOUFYUDMVFTBOEXIBUZPVLOPXBCPVUUIFNFBOJOHPG

QSFGJYFTUPXSJUFUIFNFBOJOHPGFBDIVOEFSMJOFEXPSECFMPX

8FIBWFUPQSFIFBUUIFPWFOCFGPSFXFCBLFUIFDBLF

8FIBEUPEJTBTTFNCMFNZCJLFBOEUIFOQVUJUCBDLUPHFUIFSBHBJO

1MFBTFSFSFBEUIFEJSFDUJPOTJGZPVEPOUVOEFSTUBOEUIFNUIFàSTUUJNF




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A. Write the vocabulary word rom the box that completes

each sentence below. You will need to use some words

more than once.

gaze agreeable guests banquet untrusting curiosity

1. The visitors and at the hotel lined up or the

breakast .

2. Our server at dinner was pleasant and .

3. All the wedding clapped ater the bride and groom

cut their cake.

4. Peanut butter is an unusual in some countries, and

people are araid to try it.

5. Meat eaters are sometimes suspicious and o soy

burgers.

6. The tiger fxed its stare to at the herd o cattle as

i it were about to east at a .

B. Write synonyms or the ollowing words.

7. agreeable

8. curiosity

Vocabulary




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Authors don’t give readers every detail in a story. To igure out

missing details, readers make inerences using clues in the

text. Readers make inerences about how characters treat each

other, their relationships, and how their relationships change.

Read the passage, and then answer the questions.

A Secial Dinner

Mom, Dad and Annie went out or dinner every December 18. This

year was special. Dad surprised Annie by saying, “We are taking you to

a new restaurant. It serves oods rom around the world.” Annie sighed.“I’m not sure. I like my old avorites.” Mom laughed. Annie rowned. She

looked orward to this dinner and didn’t want anything to go wrong.

When they arrived at the restaurant, Annie saw the sign said, “World’s

Best Pizza, Tacos, and Egg Rolls!” She hugged Dad and Mom. “This is

great!” she said.

1. How does Annie eel about trying new things? How can you tell?

2. How do Annie and her parents get along at the beginning o the story?

How can you tell?

3. How do the relationships in the story change?

Comprehension:

Make Inferences




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Comprehension:

Inference Map

As you read Stone Soup, ill in the Inerence Map.

How does the inormation you wrote in this Inerence Map help you

understand plot development in Stone Soup?

Clue

Clue

Clue

Inference




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“I’m eeling extremely woozy,” said the ox. He wiggled

9 around, trying to get comortable.14 “Maybe you ate too much,” said the bird.

22 The ox bubbled and burped and moaned and groaned.

31 HICK! The ox spit out a mouthul o seeds.

40 “Excuse me,” said the ox, “I have the hiccups.”

49 HICK! The ox spit out another mouthul o seeds.

58 The bird bucked and rocked with each hick. At last they

69 reached the mountaintop, and the bird skidded in or a

79 landing.

80 The ox climbed down rom the bird’s aching back. He

90 elt dizzy rom the bumpy trip.

96 “Thank -HICK! you!” said the ox, spitting seeds.

104 “I will -HICK! -see you soon.”

110 “Are you sure you will be all right?” asked the bird.

121 “I will be -HICK! -ine,” said the ox. 129

Comprehension Check

1. What happens when the ox hiccups? Plot Development

2. What do you think will happen to the seeds? Make Predictions


Errors=

WordsCorrect Score

First Read – =

Second Read – =

Fluency:

Phrasing




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Comprehension:

Character

The characters are the people or animals in a story. Their

interactions, or how they speak or act with one another,

aect the events in the story. Pay attention to the things that

characters say, do, and eel to identiy how they change

throughout the story.

Read the passage below. Then answer the questions that ollow.

Evan was sitting in school. He elt lonely because his best riend had

moved away. Evan thought he would never make another good riend. It

was time or his class to choose partners or their science project. Evan

noticed that Jacob didn’t have a partner. Jacob was a quiet boy. Evan had

never really talked to him beore. Evan asked Jacob to be his partner. Ater

school, Jacob invited Evan to his house to work on their science project.

The two boys got along well. Evan ound out that Jacob was unny and un

to work with. Evan didn’t eel lonely anymore. He had a new riend!

1. How does Evan eel at the beginning o the story? Why?

2. How do Evan and Jacob interact with each other?

3. How does Evan’s opinion o Jacob change by the end o the story?




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Charts arrange inormation into columns and rows. The

headings o the columns orm the categories. The inormation

in each category is arranged to help the reader compare

inormation in categories. Readers can locate inormation in charts.

Read the paragraph and look at the chart below. Then answer

the questions.

Good Food

Eating a healthy diet means eating oods rom the ive dierent oodgroups: dairy, meat, ruit, breads and grains, and vegetables. You should

also keep track o how many calories you consume each day.

Nutritional Inormation or Selected Foods

Food Food Group Serving Size Calories

cheddar cheese dairy 1 ounce 115

hamburger meat 2 ounces 240

watermelon ruit 1 slice 85

bagel bread & grains 1 200

broccoli vegetables 1 cooked spear 50

1. How many calories are in one slice o watermelon?

2. What ood group is hamburger in?

3. What ood has 115 calories or a one ounce serving?

Text Feature:

Charts




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Synonyms are words that have the same, or almost the same,

meaning.

The ollowing pairs o words are synonyms:

happy/glad araid/scared chair/seat tool/instrument

Read the words in the box below. Identiy and write a synonym

or each numbered word. Use both words in related sentences.

branch banquet problem cool ast story

1. Word: quick Synonym:

Sentence:

2. Word: twig Synonym:

Sentence:

3. Word: chilly Synonym:

Sentence:

4. Word: east Synonym:

Sentence:


Synonyms




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A. Reading Strategy: Make Connections

Sometimes you read fction stories or poems (literary text) and nonfction

articles (inormational text) that have similar ideas. As you read, you canmake connections between the two kinds o text. They might have similar

themes, author’s purposes, or topics. Making connections between literary

and inormational texts helps you better understand both texts. Choose

a fction and nonfction text you are reading that have similar ideas. Use

inormation and details in the texts to complete the chart.

Inormational Text Literary Text

Author’s Purposeor Theme

Ideas

Connections Between the Texts



the reading log. Be sure to paraphrase, or tell the main idea or meaning

o the text. Keep the details or events in the correct order. Use your log to


Genre

Title Author

This Text Is About

Reading Strategy/

Reading Log




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1. I like to travel to dierent states.

2. My new bedroom is not as little as my old bedroom.

3. The class had to read three fction books over the summer.

4. Dad had to pay or a rental when the car broke down.

5. Mom likes to tell me a riddle beore school.

B. Sort the words above by inal stable syllables.

- le

-el

- ion

-al

A. Read each sentence. Underline the word with a inal stable

syllable. Write the word on the line and circle the inal stable

syllable.

The inal stable syllable is the last syllable in a word with

more than one syllable. When a word ends in - le, -al , -el , or

- ion, the consonant beore it plus the inal letters orm the inal

stable syllable.

Example: Final Stable Syllable

- le, as in pickle pic•kle

-al , as in global glo•bal

-el , as in level le•vel

- ion, as in action ac•tion

Phonics:

Final Stable

Syllables

The Strongest One • Grade 3/Unit 6



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Phonics:

Final Stable Syllables

8IFOUIFMFUUFSTMFPSJPOBQQFBSBUUIFFOEPGBXPSEBOEB

DPOTPOBOUDPNFTCFGPSFUIFNUIFDPOTPOBOUMFPSJPOGPSN

BGJOBMTUBCMFTZMMBCMF

UBrCMF UFOrTJPO

"$JSDMFUIFXPSEJOFBDIQBJSUIBUJTEJWJEFEJOUPTZMMBCMFT

DPSSFDUMZ

GSBDUrJPO GSBDrUJPO

NJTrTJPO NJrTTJPO

BQQrMF BQrQMF

UVSUrMF UVSrUMF

DPOrUSBDUrJPO DPOrUSBDrUJPO

FrSPrTJPO FSPTrJPO

DBrTUMF DBTrUMF

CVCrCMF CVrCCMF

#$JSDMFUIFXPSEXJUIBGJOBMTUBCMFTZMMBCMFJOFBDITFOUFODF

5IFOESBXBMJOFCFUXFFOFBDITZMMBCMF

5IFSPUUFOGSVJUTNFMMTUFSSJCMF

:PVDBOMPPLVQUIFEFGJOJUJPOPGUIFXPSEJOUIFEJDUJPOBSZ

5IFMJUUMFQVQQZXBTKVTUMFBSOJOHIPXUPGFUDIBCBMM

4IFIBEBTVSQSJTFEFYQSFTTJPOPOIFSGBDF




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1. A turt is a slow-moving animal.

2. People waited or the train at the stat .

3. We need to buy hotdogs and a bott o ketchup.

4. Kurt had a wa or breakast.

5. Kaylee turned the hand to open the door.

6. The thunder sounded like an explos .

7. I you put on this suntan lot , you won’t get a sunburn.

8. I don’t need glasses because my vis is perect.

Phonics:

Final Stable Syllables

When the letters -le or -ion appear at the end o a word and a

consonant comes beore them, the consonant + -le or -ion orm

a inal stable syllable.

ta • ble ten • sion

Fill in the blanks with -le or -ion to write a word that makes sense

in the sentence. Then divide the word into syllables on the line.




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Phonics: Final Stable

Syllables

When the letters -le or -ion appear at the end o a word and a

consonant comes beore them, the consonant + -le or -ion orm

a inal stable syllable.

ta • ble ten • sion

A. Underline the word in each row that has a inal stable syllable

and then circle the inal stable syllable.

1. basketball balloon bubble

2. rectangle square oval

3. children adults people

4. quickly motion going

5. light candle fre

6. house cottage mansion

7. nutrition healthy eating

8. puzzle difcult answer

B. Choose a word rom the list above to complete each sentence.

9. I lit a so I could see when the lights went out.

10. Eating healthul oods is important or good .




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Phonics: Final Stable

Syllables

8IFOUIFMFUUFSTMFPSJPOBQQFBSBUUIFFOEPGBXPSEBOEB

DPOTPOBOUDPNFTCFGPSFUIFNUIFDPOTPOBOUMFPSJPOGPSN

BGJOBMTUBCMFTZMMBCMF

UBrCMF UFOrTJPO

"3FBEUIFQBTTBHF$JSDMFUIFXPSETXJUIGJOBMTUBCMFTZMMBCMFT

Our teacher gave us a math puzzle to solve. She gave us a triangle and

a rectangle. We had to ind out which had the longest sides. At irst we

had some trouble. Then we used addition to add up the length o eachshape’s sides. The triangle’s sides were longer. Our teacher told us to use

subtraction to ind out how much longer it was than the rectangle.

#8SJUFFBDIXPSEZPVGPVOEBCPWFBOEEJWJEFJUJOUPTZMMBCMFT




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Vocabulary

A. Read the sentences. Fill in the blanks with the correct


securing decorated weakest darkened symbol gnaws

1. Jim wanted to make the stage prettier, so he it with

owers.

2. Megan drew a picture o a dove on the cover o the program. She said

that it was a that stood or peace.

3. At the end o the play, the stage was so there wasn’t

as much light as there was at the beginning.

4. Some o the costumes have holes in them. The stagehands think a

mouse on them at night.

5. The guards are the theater by locking the doors to

make it sae.

6. The stage helper has the least amount o strength

to lit the stage props.

B. Write new sentences or two o the vocabulary words used

above. Then underline the vocabulary word.

7.

8.




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Comprehension:

Summarize

You can summarize a story by writing the plot’s main events in

the order they happened, or in the correct sequence.

Read each story below. Then write a summary.

1. Last night was the fnal perormance o the school play. The theater was

packed. Every seat was taken. The play went on without any problems.

In the end, the audience stood up and clapped. They all agreed it was

the best play they had ever seen.

Summary:

2. A new movie with Ray’s avorite superhero was coming to the theater. He

did not have enough money to go. He really wanted to see this movie.

Ray decided he would earn the money. He washed his dad’s car. He

cleaned his sister’s room, and he put away his mom’s clothes or her. Bythe time the movie got to the theater, Ray had enough money to see the

movie and have some popcorn!

Summary:




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Comprehension:

Story Map

As you read The Strongest One, ill in the Story Map.

Character

Setting

Beginning

Middle

How does the inormation you wrote in this Story Map help you

summarize The Strongest One?

End




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Fluency:

Expression and

Intonation

As I read, I will pay attention to expression and intonation.

Narrator: One evening, when John was out in the

9 woods digging up the roots o an old tree or King George,21 his shovel hit something hard.

26 John: What’s this? An old trunk with a mysterious

35 symbol on it! Oh goodness, it’s a pile o gold coins—really

47 buried treasure!

49 Narrator: John danced or joy, but then he realized he

59 had a big problem.

63 John: I the king inds out about this treasure, he will

74 keep all o it. I I tell Maria about it, she will tell the whole

89 world.

90 Narrator: John thought o a plan to ool the king and

101 keep the treasure or the villagers. 107

Comprehension Check

1. What is John’s problem? Problem and Solution

2. Why does John want to keep the treasure a secret? Plot


Errors=

WordsCorrect Score

First Read – =

Second Read – =




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Comprehension: Plot

The plot is the series o events that make up the beginning,

middle, and end o a story. Sequence is the order in which

events happen in a story. Look or key words such as first ,

next , and last . You can use what you know about sequence to

summarize the plot’s main events.

Read the story. Then answer the questions that ollow.

The irst thing Janelle did when she woke up on Monday morning was

brush her teeth and wash her ace. Next, she got dressed and went to the

kitchen to get some breakast. Ater breakast, she put on her backpack

and kissed her parents goodbye. She got on her bike and rode to her riend

Jared’s house. Jared came out o his house and got on his bike, too. Then

they rode to school together. When they got to school, Janelle and Jared

locked their bikes in the bike rack. Last, they went to their classroom.

1. What was the frst thing Janelle did on Monday morning?

2. When did Janelle ride to Jared’s house?

3. What is the last event in the story? How do you know?

4. Summarize the main events o the story’s plot in sequence.




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Text Feature:

Diagram

A diagram is a drawing that explains inormation. Readers can

locate inormation in diagrams. Inormation can be easier to

understand in a diagram.

Answer the questions about the diagram.

1. What does the diagram show?

2. What do you see in the irst part o the diagram?

3. What is the name o the adult animal?

4. What is the name o the animal in the middle o the lie cycle?

How a Frog Develops

tadpole

rog

eggs

1

2

3




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Antonyms

Antonyms are words that have opposite meanings. The

ollowing are examples o antonym pairs:

sot/hard dark/light ast/slow happy/sad

Read the words in the box below. Identiy and write an antonym

or each numbered word. Use both words in related sentences.

take strongest dirty push

near alse wide smooth

1. Word: clean Antonym:

Sentence:

2. Word: rough Antonym:

Sentence:

3. Word: true Antonym:

Sentence:

4. Word: weakest Antonym:

Sentence:

5. Word: pull Antonym:

Sentence:




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themes, author’s purposes, or topics. Making connections between

literary and inormational texts helps you better understand both texts.

Choose a fction and nonfction text you are reading that have similar

ideas. Use inormation and details in the texts to complete the chart.

Ideas in the Informational Text

Ideas in the Literary Text

Connections




o the text. Keep the details or events in the correct order. Use your log to


Genre

Title Author

This Text Is About

Reading Strategy/

Reading Log




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Phonics:

Vowel Team Syllables

&WFSZTZMMBCMFJOBXPSEIBTPOMZPOFWPXFMTPVOE8IFOUXP

WPXFMTDPNFUPHFUIFSBOETUBOEGPSPOFWPXFMTPVOEUIFZ

GPSNBWPXFMUFBN5IBUWPXFMTPVOEJTVTVBMMZMPOH"WPXFM

UFBNTUBZTJOUIFTBNFTZMMBCMF"TZMMBCMFUIBUIBTBWPXFM

UFBNJTDBMMFEBWPXFMUFBNTZMMBCMF

&YBNQMFTTPBL JOHUFBDI FSSBJO ZCVOO JFTNPJTU FO

3FBEFBDITFOUFODF8SJUFUIFXPSEXJUIUIFWPXFMUFBNTZMMBCMF

POUIFMJOF5IFOVOEFSMJOFUIFWPXFMUFBNTZMMBCMF

1FPQMFMJLFUPMJTUFOUPTUPSZUFMMFST

5IFZMJLFUSJDLTUFSTUPSJFT

5SJDLTUFSUBMFTXFSFVTFEGPSUFBDIJOHMFTTPOT

5IFZIFMQFYQMBJOXIZUIJOHTIBQQFOJOOBUVSF

.PTUUSJDLTUFSUBMFTBSFBCPVUBOJNBMT

4PNFUBMFTIBWFBOJNBMTUIBUMJWFJOUIF4PVUIXFTUBTDIBSBDUFST

1FPQMFMJLFIFBSJOHIPXPOFBOJNBMUSJDLTBOPUIFS

1MFBTFQVUUIFCBHFMJOUPUIFUPBTUFS

8IBUJTTFBXFFENBEFPG

.PJTUFOUIFFOWFMPQFáBQCFGPSFZPVDMPTFJU

Tales of the Trickster Grade 3/Unit 6



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Phonics: Vowel

Digraphs and

Diphthongs

A vowel digraph is two vowels that come together to make one

sound, oten a long vowel sound.

ea ei oa ai ie ue ui oo ay ey

A diphthong is two vowels whose sounds come together very

quickly.

oi ou oy

Vowel digraphs and diphthongs always stay together in the same

syllable.

teach • er nois • y

A. Underline the word that contains a digraph or diphthong.

Then circle the digraph or diphthong.

1. spoiled spinning 2. windy rainy

3. decide decoy 4. toasted tender

5. bouncy bubble 6. juicy jumping

7. cheating chicken 8. deliveries departure

B. Use two o the words you underlined to complete the

sentences. Then draw a line to divide the word into syllables.

9. The car ride was because there were so many bumps

in the road.

10. Evan likes bread and jelly with his eggs or breakast.

Tales of the TricksterGrade 3/Unit 6



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Phonics: Vowel

Digraphs and

Diphthongs

"WPXFMEJHSBQIJTUXPWPXFMTUIBUDPNFUPHFUIFSUPNBLFPOF

TPVOEPGUFOBMPOHWPXFMTPVOE

FB FJ PB BJ JF VF VJ PP BZ FZ

"EJQIUIPOHJTUXPWPXFMTXIPTFTPVOETDPNFUPHFUIFSWFSZ

RVJDLMZ

PJ PV PZ

7PXFMEJHSBQITBOEEJQIUIPOHTBMXBZTTUBZUPHFUIFSJOUIFTBNF

TZMMBCMF

UFBDIrFS OPJTrZ

"$JSDMFUIFXPSEJOFBDIQBJSUIBUJTEJWJEFEJOUPTZMMBCMFTDPSSFDUMZ

5IFOXSJUFUIFWPXFMEJHSBQIPSEJQIUIPOHPOUIFMJOF

QBJOUrFS QBrJOUFS

SFrMJFWF SFMJrFWF

PrJOUNFOU PJOU r NFOUJOUNFOU PJOU r NFOUUNFOU PJOUrNFOU

TFrBHVMM TFBrHVMM

DSBrZPO DSBZrPO

BSrHVF BSHV r FV r FrF

#$PNQMFUFFBDITFOUFODFCZDJSDMJOHUIFDPSSFDUMZEJWJEFEXPSE

5IFXJOOFSPGUIFDPOUFTUXBTBOrOPVODFEBOrOPrVODFEUIJTNPSOJOH

4NPLFXBTDPNJOHPVUPGUIFDIJNrOF r Z DIJN r OFZOF r Z DIJN r OFZF r Z DIJN r OFZrZ DIJN r OFZZDIJNrOFZ




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Phonics: Vowel

Digraphs and

Diphthongs





quickly.

oi ou oy


syllable.


Fill in each blank with the correct digraph or diphthong. Then

write the word and draw a line to divide it into syllables.

1. (ue, ea) We went to pick bl berries in the orest.

2. (oi, ou) Angela was c nting her money to buy a CD.

3. (oa, oi) Turn o the stove when the soup starts b ling.

4. (ay, ai) Jim loves pl ing basketball on the weekend.

5. (ue, ui) The park ranger g ded our group back to the parking lot.

6. (ou, oa) I like to eat tmeal or breakast on chilly mornings.




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Phonics: Vowel

Digraphs and

Diphthongs





quickly.

oi ou oy


syllable.


Choose the word with the vowel digraph or diphthong to complete

each sentence. Write the word on the line. Circle the digraph or

diphthong.

1. pencils crayons markers

My little brother likes to color with .

2. parents brothers teachers

Philip’s gave him plenty o homework.

3. outside running inside

It was sunny, so we went to play.

4. exciting enjoyable tiring

Our trip to the zoo was very .

5. voices clapping singing

Mila could hear the o her sister’s riends behind

the door.

6. windy chilly rainy

I wish we could go out, but it’s too .




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Vocabulary


vocabulary word rom the box.

A o people love listening to trickster

tales. These tales are stories that help people

think about things in new ways. Each storyteller uses a dierent

to tell a trickster tale. The characters are oten

amusing, and very oten the main character is .

Ater hearing a trickster tale, people may to ind

other stories in which the same lesson is taught.

B. Using clues in the story, write the deinitions o these


6. insightul

7. technique

8. majority

9. investigate

10. cunning

insightul technique majority investigate cunning




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When authors compare and contrast two things in noniction,

they show how they are alike and how they are dierent.

When authors compare, they oten use signal words such as

like, just as, similar , both, also, and too. When they contrast,

they use signal words such as different , but , while, and on the

other hand.

Read this paragraph, and answer the questions below.

Trickster tales are all olk tales. They are similar in one way. They all

include characters that are very clever. In these stories, a smaller animal oten

outwits a larger, more powerul animal. Trickster tales oten have dierent

purposes. Some trickster tales teach lessons that are important or people

to know, while others explain how and why things happen in nature. But in

dierent cultures, the story characters may be dierent. The trickster may be

a dierent animal or have a dierent body.

1. How are all trickster tales alike?

2. How are trickster tales dierent rom one another?

3. How are trickster story characters dierent in various cultures?

Comprehension:





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Comprehension:

Venn Diagram

H o w d

o e s t h e i n f o r m a t i o n y o u

w r o t e i n t h e V e n n d i a g r

a m h e l p y o u

b e t t e r

u n d e r s t a n d T a l e s o f t h e

T r i c k s t e r ?

A s y o u r e a d T a l e s o f t h e T r i c

k s t e r , f i l l i n t h e V e n n d i a g r a m .




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As I read, I will pay attention to pronunciation and phrasing.

Picture some chimpanzees in the Arican rain orest.

8 One young chimp rides on its mother’s back. Two chimps18 romp and play tag. Two others sit and groom one another.

29 Sitting quietly nearby is a young woman. She waits.

38 She watches. She jots down notes. She wants to learn as

49 much as she can about the chimps’ behavior. Her name is

60 Jane Goodall.

62 Jane’s interest in animals began when she was a child.

72 She was eager to learn about all kinds o creatures. Once

83 her parents ound Jane in bed with earthworms under

92 her pillow!

94 When Jane grew up, she wanted to go to Arica to see

106 animals in their natural home. She got her chance when a

117 school riend invited her to visit her parents’ arm in Kenya

128 in east Arica. Jane saved money or the trip and let or

140 Arica.

141 Ater her visit to the arm, she went to Kenya’s capital,152 Nairobi. 153

Comprehension Check

1. How does Jane Goodall learn about chimps’ behavior? Details

2. What chimp behaviors has Jane Goodall observed? Details


Errors=

WordsCorrect Score

First Read – =

Second Read – =

Fluency:

Pronunciation and

Phrasing




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Comprehension:

Compare Settings

5IFTFUUJOHPGBTUPSZJTXIFSFBOEXIFOBTUPSZUBLFTQMBDF

8IFOZPVDPNQBSFBOEDPOUSBTUUIFTFUUJOHTPGBNZUIBOEB

GPMLUBMFZPVUFMMIPXUIFTFUUJOHTBSFBMJLFBOEEJGGFSFOU

3FBEUIFNZUIBOEUIFGPMLUBMF5IFOBOTXFSUIFRVFTUJPO

Myth: Thor’s Haer

Long ago, in the ar North, the thunder god Thor discovered that

Thrym, the giant king, had taken his hammer. “To get your hammer back,

you must bring Freya to be my bride,” Thrym demanded. The goddess

Freya did not want to marry Thrym. The gods decided that Thor woulddid not want to marry Thrym. The gods decided that Thor would

dress as a bride and pretend to be Freya. Dressed as a bride, Thor went to

Thrym’s cold mountain home. The disguise ooled Thrym. He ordered that

Thor’s hammer be laid in the lap o the bride. At that, Thor grabbed his

hammer, struck Thrym with it, and let the land o the giants.

Folktale: Molly Whuie

Many years ago, three girls were lost in a dark, gloomy orest. They

ound a giant’s home. The girls convinced the giant to let them in and

eed them. The giant planned a trick to get rid o the girls. He placed straw

necklaces around their necks. Then he placed gold necklaces around his own

three daughters’ necks. Molly Whuppie was suspicious, so she switched the

necklaces. In the night, the giant grabbed the girls with the straw necklaces.

Then he took his three daughters into the woods and let them there. Molly

Whuppie and her sisters saely escaped rom the giant’s house.

)PXBSFUIFTFUUJOHTBMJLF)PXBSFUIFZEJGGFSFOU




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Study Skill:

Functional Documents

"GVODUJPOBMEPDVNFOUHJWFTQFPQMFJOGPSNBUJPOPSIFMQT

UIFNLOPXIPXUPEPTPNFUIJOH6TFUFYUGFBUVSFTTVDI

BTIFBEJOHTPSLFZXPSETUPMPDBUFJOGPSNBUJPOJOGVODUJPOBM

EPDVNFOUT

r'PSNTNFOVTBEWFSUJTFNFOUTQBNQIMFUTBOECSPDIVSFT

HJWFJOGPSNBUJPOBOEIFMQVTEPUIJOHT

r'MZFSTQPTUFSTBOETDIFEVMFTBSFIBOEFEPVUPSQVUJO

QVCMJDQMBDFTUPBOOPVODFUIFUJNFTQMBDFTBOEEBUFTUIBU

BOFWFOUXJMMUBLFQMBDF

Imagine that your class is having a bake sale to raise money or the ield trip to

the museum in the city. Inorming a lot o people is a good way to raise money.

"OTXFSUIFRVFTUJPOTCFMPXBCPVUUIFCBLFTBMF

8IBUEPZPVUIJOLJTUIFCFTUXBZUPBEWFSUJTFUIFCBLFTBMF8IZ

8IFSFEPZPVUIJOLBSFHPPEQMBDFTUPBEWFSUJTFUIFCBLFTBMF

8IBUJOGPSNBUJPOXPVMEZPVJODMVEFPOBQPTUFSGPSUIFCBLFTBMF

8IBULJOETPGFWFOUTIBWFZPVTFFOBEWFSUJTFEPOGVODUJPOBMEPDVNFOUT




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Prefixes and Suffixes

Preixes are word parts that can be added to the beginning o

base, or root, words to orm new words with new meanings.

Preix Meaning Example Meaning

re- to do again retell to tell again

un- not or opposite uneven not even

dis- not or opposite disconnect not connected

Suixes are word parts that can be added to the end o base

words to orm new words with new meanings.

Suix Meaning Example Meaning

-ful ull o, tending to useul ull o use-ly in a certain way quickly in a quick way

-er more aster more ast

-est most smartest most smart

Underline the word in each sentence that includes a preix or a

suix. Then write the meaning o the word.

1. People love playul stories about tricksters. Meaning:

2. A coat is warmer than a jacket. Meaning:

3. I oten disagree with my brother about which cartoon is the best. Meaning:

4. Lisa keeps her room the cleanest o all o us. Meaning:




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themes, author’s purposes, or topics. Making connections between

literary and inormational texts helps you better understand both texts.

Choose a fction and nonfction text you are reading that have similar

ideas. Use inormation and details in the texts to complete the chart.

Ideas in the Informational Text

Ideas in the Literary Text

Connections



the reading log. Be sure to paraphrase, or tell the main idea or meaningo the text. Keep the details or events in the correct order. Use your log to


Genre

Title Author

This Text Is About

Reading Strategy/

Reading Log




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When the letter r ollows a vowel, the vowel plus the r usually

stays in the same syllable.

Here are some words with r -controlled vowel syllables:

car/bon, birth/day , af/ter , four/teen, per/fect .

A. Underline the word with an r -controlled vowel syllable in

each sentence. Then write the word on the line and circle the

r-controlled vowel syllable in each word.

1. The election was held the frst week o April.

2. Each voter cast a vote at the polls.

3. The mayor was elected by the people o the city.

4. My brother wrote to the newspaper about his voting experience.

5. He suggested giving a dollar to the candidates’ avorite charity.

B. Write a sentence to show the meaning o the ollowing words.

6. born

7. part

8. more

9. cart

10. erment

11. carpool

Phonics:

r -Controlled

Vowel Syllables

Cook-a-Doodle-Doo!Grade 3/Unit 6



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Phonics: r -Controlled

Vowel Syllables

When one vowel is ollowed by the letter r , it makes an r -controlled

vowel sound.

The r -controlled vowel and the letter r stay in the same syllable.

cart per • son stir • ring tur • tle storm

A. Read each sentence. Underline the word with the r -controlled

vowel. Circle the syllable that contains the r -controlled vowel.

1. We let our truck in the parking lot.

2. The boats passed quickly under the bridge.

3. I am doing my report on the state o Texas.

4. It is urgent that you come right away.

5. Jack’s brother is in high school.

6. I want to be an architect when I grow up.

7. Natalie has a purple dress.

8. I wonder when Grandpa will visit.

B. Choose two words with r - controlled vowels rom above and

use each in a sentence.

9.

10.




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Vowel Syllables


vowel sound.



A. Fill in the missing letters ar or or in each blank to make a

word that makes sense in the sentence.

1. The dog wouldn’t stop b king.

2. This test is very imp tant.

3. I s ted the socks and ound the ones that matched.

4. Katie’s cousin is a fne tist.

B. Fill in the missing letters er or ur in each blank to make a

word that makes sense in the sentence.

5. You make a noun pl al by adding an s.

6. What is your p pose or going to the store?

7. Emily is a very ast runn .

8. My should s are sore rom liting heavy boxes.

C. Choose two words with r -controlled vowels rom above and

use each in a sentence.

9.

10.




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Vowel Syllables


vowel sound.



A. Underline the word that contains an r -controlled vowel

syllable. Then circle the r -controlled syllable. Some words

have more than one r -controlled syllable.

1. over sideways 2. usual normal

3. happy perky 4. curtains window

5. bald urry 6. order messy

7. shouting argue 8. sharpen pencil

B. Choose rom the words you underlined above to complete

the sentences below.

9. I need to my pencil because the point broke o.

10. The blew in the breeze that came through the window.




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Vowel Syllables


vowel sound.



A. Circle the words with r -controlled vowel syllables in the

paragraph below. Write the words on the lines.

One morning a big storm took the armer by surprise. Rain came bursting

through the clouds. Thunder boomed. The armer ran out to the barnyardto check the cows and horses. Wind was blowing the cornstalks over.

Suddenly, the stormy weather ended. The armer went back to gathering

the harvest.

B. Find the two words above that have more than one

r -controlled syllable. Draw a line to divide them into syllables.




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Vocabulary

A. Write the vocabulary word that best completes each sentence

below.

recipes magniicent ingredient

tasty masterpiece tradition

1. José read many until he ound the best one or

chocolate cake.

2. He planned to bake the most cake ever or his

grandmother’s birthday.

3. The only missing was the chocolate!

4. Chocolate would make the cake very .

5. José put the fnished cake on the counter. It looked like a

.

6. We decided that making chocolate birthday cakes should be a amily

.

B. Write the deinitions or two o the vocabulary words.

7.

8.




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Comprehension:


When you compare and contrast things, you look at

the characteristics and point out how they are alike and

dierent. You can better understand characters in a story,

their relationships, and how they change by comparing and

contrasting them.

Read the ollowing paragraph, and answer the questions below.

George the rooster and Jen the chicken have been riends or many

years. They both love being in the kitchen, but George likes to bake

cookies and Jen likes to bake pies. Jen makes her pies with dierent types

o ruit, and George makes his cookies with dierent nuts and chips. Both

the cookies and pies are very tasty. Because everyone likes their cookies

and pies, George and Jen decided to open a bakery so everyone could try

them. George sells his cookies by the pound, and Jen sells her pies one at a

time. Both o them sold everything on their irst day. They spend more time

together baking and selling their treats. George and Jen are best riends.

1. Compare George and Jen. Tell how they are alike.

2. Contrast George and Jen. Tell how they are dierent.

3. How does their relationship change by the end o the story?




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Comprehension:

Venn Diagram

As you read Cook-a-Doodle-Doo!, ill in the Venn diagrams.

How does the inormation you wrote in these Venn diagrams help youcompare and contrast characters in Cook-a-Doodle-Doo!?




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Fluency:

Phrasing


Even kids can be inventors. Frank Epperson was 11

8 years old when he proved it! One night, he mixed powdered19 ruit lavor in a cup o soda water. He stirred it with a stick.

33 That’s how people made ruit drinks in 1905. But ater a

43 sip or two, Frank let his drink on the back porch.

54 The night grew very cold. By morning, Frank had a

64 magniicent surprise. His ruit soda had rozen to the stick.

74 Frank showed it to his riends. At irst everyone thought

84 Frank had lost his marbles. They thought he was crazy.

94 But ater one lick, everyone cheered. Frank’s invention was

103 a masterpiece. A work o art! Frank called it an Epsicle.

114 Frank decided to sell the icy treats. 121

Comprehension Check

1. How was a ruit drink made in 1905? Details

2. How did Frank Epperson discover popsicles? Details


Errors=

WordsCorrect Score

First Read – =

Second Read – =




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Comprehension:

Compare Settings

The setting o a story is where and when a story takes place.

When you compare and contrast the settings o a myth and a

olktale, you tell how the settings are alike and dierent.

Read the olktale and the myth below. Then answer the question.

Paul and Babe: A Folktale

During the Winter o the Blue Snow, it was so cold that the snow turned

blue and all was rozen solid. One day, Paul Bunyan was walking in thewoods when he heard a strange sound. He looked down and saw a baby

blue ox crying out as it tried to make its way through the tall snowdrits.

Paul laughed, picked up the little ox, and carried it home. He sat the ox by

the ire and bathed and dried it, but he could not get the blue color out o

the ox’s coat. The ox stayed blue, so Paul named it Babe the Blue Ox.

The Myth of the Seasons

Hades, the God o the Underworld, saw Persephone gathering lowers.He ell in love with her, so he decided to take her to the Underworld.

Persephone’s mother was Demeter, the goddess o the harvest and the

seasons. When Demeter saw that her daughter was gone, she cried and

searched or her daughter. Crops began to die. The earth turned cold and

remained covered with ice and snow. It was not until Hades agreed to

allow Persephone to spend part o the year with her mother that Demeter

brought warmth and lie back to the earth. But when Persephone is with

Hades, Demeter cries and winter returns. This is why we have seasons.

1. How are the settings alike? How are they dierent?




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TUPNBDI

JOUFTUJOFMJWFS

QBODSFBT

FTPQIBHVT NPVUI

)PX'PPEJT%JHFTUFE

Text Feature:

Diagram

"EJBHSBNJTBESBXJOHUIBUFYQMBJOTJOGPSNBUJPO3FBEFST

DBOMPDBUFJOGPSNBUJPOJOBEJBHSBNBOEVTFUIFJOGPSNBUJPOUP

VOEFSTUBOEBUPQJDPSBQSPDFTT

-PPLBUUIFEJBHSBN"OTXFSUIFRVFTUJPOT

8IBUJTUIFUJUMFPGUIJTEJBHSBN

8IJDICPEZQBSUEPZPVVTFUPDIFXBOEUBTUFGPPE

8IJDICPEZQBSUMFBETUPUIFTUPNBDI

5IFQBODSFBTNBLFTKVJDFTUIBUIFMQZPVEJHFTUGPPE8IJDICPEZQBSUJT

OFBSFTUUIFQBODSFBT

Cook-a-Doodle-Doo! Grade 3/Unit 6



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329


Idioms

An idiom is a phrase such as, “He was on cloud nine,” which

means he was very happy. The idiom’s meaning is dierent

rom the meaning o each word in it. To igure out the meaning

o an idiom, use the context o the sentence. I context doesn’t

help you, look up the idiom in a dictionary under the key word.

A. Circle the idiom in each sentence below. Write the meaning

o the idiom on the next line. You can use a dictionary to help

you.

1. Both Dad and Mom work hard to bring home the bacon.

2. Hitting a home run was a piece o cake or our best batter.

3. She had to use her noodle to fgure out how to fx the bike.

4. Sam is the big cheese because he was elected president.

B. Look up the idiom “You’re pulling my leg” in a dictionary.

Write the meaning on the line.

5.

.




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Who? What? When? The answers to these

questions are right there in

the story.

Why? How? The answers to these

questions aren’t in the story.

You use story acts and detailsto igure out the answer.

What was the author’s

theme? Did the author do a

good job?

You look at story details and

make a decision about how to

answer this question.



1. Question

2. Question

3. Question




o the text. Keep the details or events in the correct order. Use your log totalk to others about what you read.

Genre

Title Author

This Text Is About

Reading Strategy/

Reading Log




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Phonics/Word Study:

Suffixes

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"EEJOHBTVGGJYGPSNTBOFXXPSEXJUIBOFXNFBOJOH4VGGJYFT

DIBOHFUIFNFBOJOHPGUIFSPPUXPSE5IFZBMTPDIBOHFUIF

XPSETQBSUPGTQFFDI'PS FYBNQMF UIF TVGGJY 'PSFYBNQMFUIFTVGGJYBCMFDIBOHFT

BWFSCUPBOBEKFDUJWFBTJO GJY BOEGJYBCMF8IFO UIF TVGGJY8IFOUIFTVGGJY

BCMFJTBEEFEUPBSPPUXPSEUIBUFOETJODPOTPOBOUFUIFFJT

ESPQQFEBTJOVTBCMF

4VGGJY .FBOJOH &YBNQMF

GVM GVMMPGUFOEJOHUP IPQFGVMGVMMPGIPQF

MFTT OPUIBWJOHXJUIPVU TMFFQMFTTXJUIPVUTMFFQ

MZ JOBDFSUBJOXBZ RVJDLMZJOBRVJDLXBZ

BCMF DBQBCMFPGBCMFUP VTBCMFBCMFUPVTF

6OEFSMJOFUIFXPSEJOFBDITFOUFODFUIBUJODMVEFTBTVGGJY5IFO

XSJUFUIFNFBOJOHPGUIFXPSEBOEJUTQBSUPGTQFFDIPOUIFMJOF

.ST-JOXPPEJTBMXBZTWFSZDIFFSGVMXIFO*CSJOHNZQVQQZPWFSUPQMBZ

.FBOJOH

/FXCPSOQVQQJFTBOELJUUFOTBSFIFMQMFTTXJUIPVUUIFJSNPUIFST

.FBOJOH

4UBOEJOHJOUIFTVOXJUIPVUTVOTDSFFOJTIBSNGVMUPZPVSTLJO

.FBOJOH

*XPVMEMJLFUPWJTJUUIFBOJNBMTBUUIF[PPXFFLMZ

.FBOJOH

One Riddle, One Answer Grade 3/Unit 6



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Phonics: Suffixes

A derivational aix is a word part added to a base or root word

that changes its meaning. A suix is a derivational aix added to

the end o a word.

Suix Meaning Example

-able able to, providing, having measurable

the power o

-ful with, ull o, tending to useul

-less not having, without sleepless

-ly in a certain manner or quicklyway, like

A. Circle the suix in the ollowing words. Then write the root or

base word on the line. Watch or spelling changes.

1. careul 2. regularly

3. renewable 4. graceul

5. spotless 6. comortable

B. Choose a word rom the list above to complete each

sentence. Use the clue in parentheses to help you.

7. Jared was (with care) not to spill the glass o water.

8. The sot chair was very (providing comort) .

9. Jane cleaned the mirror until it was (without spots or dirt)

.

10. Kate (in a regular way) volunteers at the animal shelter.

One Riddle, One AnswerGrade 3/Unit 6



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Phonics: Suffixes



the end o a word.

Suix Meaning Example

-able able to, providing, having measurable

the power o

-ful with, ull o, tending to useul

-less not having, without sleepless

-ly in a certain manner or quicklyway, like

A. Add the suixes to the ollowing base words. Then write what

the word means. Watch or spelling changes.

1. recognize + able =

meaning:

2. happy + ly =

meaning:

3. care + less =

meaning:

4. color + ul =

meaning:

B. Choose a word rom above to complete each sentence.

5. people sometimes throw trash in the park.

6. Ms. Cam is always because she wears a big hat.

7. My little brother played in the mud.

8. The parade had oats decorated with owers.




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Phonics: Suffixes


that changes its meaning and its part o speech. A suix is a

derivational aix added to the end o a word.

The suixes -able, -less, and -ful can change a base or root word

into an adjective, a word that describes people or things.

The suix -ly can change a base or root word into an adverb, a

word that describes actions.

A. Underline the suix in each word. Then tell whether the suix makes

the word an adjective or an adverb. Write the word’s meaning.

1. quickly

2. hopeul

3. adorable

4. sunless

5. shyly

B. Choose a word rom above to complete each sentence.

6. James ran to catch the bus.

7. I am that my parents will let me get a puppy.

8. The gray day was cloudy and .

9. Erica stepped on stage or the frst time.

10. The kittens looked cute sleeping in their box.




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Phonics: Suffixes



the end o a word.

The suixes -able, -less, and -ful can change a base or root word

into an adjective, a word that describes people or things.

The suix -ly can change a base or root word into an adverb, a

word that describes actions.

A. Add suixes -able, -less, and -ful to the base or root words

below. Remember that some words drop their inal e when-able is added. Then choose two words and write a sentence

or each to show its meaning.

1. use

2. color

B. Add -ly to the words below. Remember that fnal y may change to

an i when -ly is added. Use the words to write a short story.

3. happy 4. hour

5. quiet 6. hungry




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337

Vocabulary

A. Read the sentences. Then write each underlined vocabulary

word next to its deinition below.

1. The author observed the silly things happening all around her.2. Some would have been discouraged by the silliness, but she was not.

3. The silliness was suitable or someone writing a book o riddles.

4. Her editor advised the author about how to write a book o riddles.

5. She decided to depart or a vacation and fnish the riddle book later.

6. The author had new ideas to increase the number o riddles.

a. gave a suggestion or told someonehow to do something

b. leave or go away

c. not hopeul

d. right or a certain purpose

e. saw and paid attention to

. grow in number

B. Use one vocabulary word in a sentence about riddles.

7.




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338

Comprehension:

Character, Setting,

Plot

The plot is the series o events that take place in a story.

To understand the main plot events, sequence them, or putthem in order. Then retell the main events briely in your own

words. One event in a plot leads to other events.

Characters are the people in a story. Read to ind out about

characters’ relationships, how they treat each other, and how

they change.

Read the story. Answer the questions below.

Mike loved attention. He always wanted everyone’s eyes on him.

Mike and his best riend, Ed, tried out or a play at a theater in town one

Saturday. During the tryout they took turns playing a part. Mike was a little

jealous o Ed because he was a good actor. Mike knew Ed wanted a part

in the play more than anything else. At irst, Mike interrupted each time

it was Ed’s turn to talk. Then Mike saw how sad Ed looked. He stopped

interrupting and let Ed say his lines. They both got parts in the play!

1. What event happens in the story frst?

2. Tell what happened in your own words.

3. How does Mike change by the end o the story?




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339

Comprehension:

Setting Web

A s y o u r e a d O n e

R i d d l e ,

O n e A n s w e r , f i l l i n t h e S e t t i n g W e b .

H o w d o e s t h e i n f o

r m a t i o n y o u w r o t e i n t h i s S e t t i n g W e b h e l p y o u u

n d e r s t a n d p l o t

d e v e l o p m e n t i n O n e R i d d l e ,

O n e A n s w e r ?

E v e n t

E v e n t

C h a r a c t e r

S e t t i n g

E v e n t

E v e n t




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340

Fluency:

Phrasing and

Intonation

As I read, I will pay attention to phrasing and intonation.

Once, long ago in Mexico, three brothers lived on a

10 small arm. The soil was rocky. There was not much rain.21 Their crops did not grow well. For these reasons, they were

32 very poor.

34 Each day, Pablo, the youngest brother, got up beore

43 sunrise. Then he crept silently out o the house while his

54 brothers, Manuel and Juan, snored. Pablo walked many

62 miles to the nearest school.

67 He couldn’t spend the whole day at school, because he

77 had to return home to help his brothers on the arm.

88 “Here comes Mr. Smart Guy,” Manuel would tease

96 Pablo when he returned. Manuel had never gone to school,

106 and he didn’t want to go. He didn’t understand why Pablo

117 liked it so much. 121

Comprehension Check

1. Why does Pablo get up beore his brothers? Plot Development

2. Why does Manuel tease Pablo? Plot Development


Errors=

WordsCorrect Score

First Read – =

Second Read – =




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341

Comprehension:

Compare Settings

The setting o a story is where and when a story takes place.

When you compare and contrast the settings o a myth and a

olktale, you tell how the settings are alike and dierent.

Read the myth and the olktale. Then answer the question.

Myth: Dahne

In the orests o ancient Greece lived a nymph named Daphne. Daphne

loved to run ree and wild through the trees. She loved to cross the streams

and rivers. She loved to hunt the animals o the orest. One day, the godApollo ell deeply in love with Daphne. But she did not love him. Apollo

chased Daphne through the orest. He wanted to catch her so that they could

be together. They ran and ran until Daphne became too tired to run anymore.

She called to her ather, the river god Peneus, or help. To save his daughter

rom Apollo, Peneus changed Daphne into a laurel tree.

Folktale: Buffalo Woan

Long ago, a young Native American brave lived on the Great Plains.He was a skilled hunter who respected the bualo. One day on a hunt, a

bualo approached him. When the brave blinked, the bualo was replaced

by a beautiul woman. The brave ell in love with the woman and married

her. They had a son. One day, the wie and son changed into bualo. The

brave wanted to be with them, so the chie bull tested the young brave.

When he had passed all o the tests, the young brave became a bualo,

too. He lived happily with his wie and son among the Bualo Nation.1. How are the settings alike? How are they dierent?




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Imagery is a kind o sensory language in which writer’s use

words and images that appeal to the senses. Writers include

strong adjectives, vivid verbs, and many details to help the

reader understand how people, things, or events in a story look,

smell, sound, taste, or eel.

A. Choose a word or words rom the box to add imagery to each

sentence. You do not need to use every word.

1. The woods were .

2. The children elt .

3. Suddenly, a bird appeared.

4. “Don’t worry, I’ll take you home,” the bird

twittered sotly.

B. Read the sentence below. Then describe what senses the writer is

appealing to on the lines provided.

5. The gigantic bird tucked the children under its wings, soared above the

clouds, and, when it reached their home, gently placed them on the

ground.

dark green rozen cold gigantic

riendly terriied kind sad big

Literary Element:

Sensory Language:

Imagery




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Practice

Use a dictionary to ind the meaning o unamiliar words. In

a dictionary, the words are broken into syllables. You can ind

the meaning o the word, how it should be pronounced, and its

part o speech. A word can have more than one meaning in the

dictionary. Some dictionaries have example sentences to help

you decide how to use the word correctly.

A. Use the dictionary entries to answer the questions below.

sep•a•rate (sep´ ә rat) verb 1. to keep apart; be a barrier between; divide.2. to set or place apart. A fence separates the garden from the sidewalk.

(sep´ rit) adjective 3. dierent; distinct: Those are separate problems and

cannot be handled the same way .

suc•cess (sәk ses´) noun 1. a avorable result or ending. The success

of my science project pleased my teacher . 2. the gaining o wealth,

position, or ame. He achieved great success in business. 3. a person or

thing that succeeds or is successul. The party was a success.

1. How many syllables are in the verb separate?

2. What is the pronunciation o success?

3. What part o speech is success?

B. Read each sentence. Write the correct meaning or the underlined

word.

4. We knew all the planning would make the trip a success.

5. Mom had to buy us separate tickets or the bus.


Dictionary

Practice Book 1 pearson english

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Transcript of Practice Book 1 pearson english